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The objective of our study is to ascertain the present learning behaviors, driving forces, and assessment techniques as perceived by first-year students, and to examine them through the lens of the most recent developments (pandemic, shift…
While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where…
In two earlier studies, we developed a new method to measure students' ability to transfer physics problem solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of…
We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses which…
Active learning is a proven pedagogical style that has demonstrated value by improving students' performance and classroom experience. In spite of the evidence, adoption of active learning in computer science remains relatively low. To…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…
This experiment research study examines how traditional assessment methods such as written tests and presentations compared to the new online tests in higher education We want to know how the use of the Internet for assessment affects how…
An increasing number of studies in physics education research use social network analysis to quantify interactions among students. These studies typically gather data through online surveys using one of two different survey formats:…
The birth of massive open online courses (MOOCs) has had an undeniable effect on how teaching is being delivered. It seems that traditional in class teaching is becoming less popular with the young generation, the generation that wants to…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in active learning courses. However, while there is a lot of literature describing the difference between the two extremes of…
The use of the internet, and in particular web browsing, offers many potential advantages for educational institutions as students have access to a wide range of information previously not available. However, there are potential negative…
Learning using Computer-Assisted Instruction (CAI) demands a high level of attention given the tendency to be distracted and mind-wander. How does the online STEM instructor know when learners are having attentional problems and the extent…
Technology enables a more sustainable and universally accessible educational model. However, technology has brought a paradox into students' lives: it helps them engage in learning activities, but it is also a source of distraction. During…
Online tools provide unique access to research students' study habits and problem-solving behavior. In MOOCs, this online data can be used to inform instructors and to provide automatic guidance to students. However, these techniques may…
Technology has become an essential part of our everyday life, and its use in educational environments keeps growing. In addition, games are one of the most popular activities across cultures and ages, and there is ample evidence that…
This Resource Letter provides a guide to research-based assessment instruments (RBAIs) for physics and astronomy classes, but goes beyond physics and astronomy topics to include: attitudes and beliefs about physics, epistemologies and…
Education literature recommends many different strategies for structuring student group work in labs. Many of these strategies, however, have not been sufficiently evaluated for their effects on student outcomes. One prior study suggested…
This study investigates differences in student responses to in-class and online administrations of the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Science…