scholarly journals Modeling of the content of the physics course based on the percolation coefficient

2021 ◽  
Vol 2090 (1) ◽  
pp. 012074
Author(s):  
Tatyana Gnitetskaya ◽  
Alexey Tsoy
Keyword(s):  
Percolation Theory ◽  
Graph Model ◽  
Course Structure ◽  
Online Format ◽  
Physics Course ◽  
Education Courses

Abstract This article deals with the problem of modeling the assessment of the level of integrity of the content of the physics course learned by students. The need for such modeling is due to the need to bring education courses to online format. The degree of integrity of learning is proposed to be established by modeling the percolation of intradisciplinary connections established in the course structure. The model uses the graph model of intradisciplinary connections (T. N Gnitetskaya) and the principles of percolation theory (P-theory). The article provides a few practical solutions for the use of P-theory. An algorithm has been developed that allows forming the topics of the physics course into the studied structure.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

Online Learning

2014 ◽  
pp. 279-292
Author(s):  
Mette L. Baran ◽  
Janice E. Jones
Keyword(s):  
Online Learning ◽  
Virtual Teams ◽  
Phenomenological Approach ◽  
Learning And Teaching ◽  
Group Of Seven ◽  
Course Work ◽  
Study Teams ◽  
Online Format ◽  
Qualitative Phenomenological ◽  
Education Courses

This chapter answers the following question posed by the book editors: “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilize a qualitative phenomenological approach with a randomly sampled group of seven students who have completed Master’s level Education courses that were conducted in an online format at a private Midwestern university. Students were half way through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members are interviewed. Specifically, students who enrolled in online Master’s in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings reveal that managerial and social aspects of online learning and teaching are critical for online students’ success.

Online Teaching and Learning in Higher Education Settings

2020 ◽  
pp. 137-158 ◽  
Author(s):  
Mette L. Baran ◽  
Janice E. Jones
Keyword(s):  
Virtual Teams ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Learning And Teaching ◽  
Group Of Seven ◽  
Course Work ◽  
Study Teams ◽  
Online Format ◽  
Qualitative Phenomenological ◽  
Education Courses

This chapter intends to answer the question, “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilized a qualitative phenomenological approach with a randomly-sampled group of seven students who had completed master's-level education courses that were conducted in an online format at a private Midwestern University. Students were halfway through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members were interviewed. Specifically, students who enrolled in online Master's in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings revealed that managerial and social aspects of online learning and teaching were critical for online students' success.

Developing a Rationale for Technology Integration

1998 ◽  
Vol 26 (3) ◽  
pp. 225-234 ◽  
Author(s):  
Carol L. Hodes
Keyword(s):  
Distance Education ◽  
Technology Integration ◽  
Delivery System ◽  
Full Spectrum ◽  
Course Structure ◽  
Course Content ◽  
Entry Level ◽  
Learner Interactions ◽  
Education Courses ◽  
Main Factor

Technology enhanced distance education now pervades distance education. Many faculty are transforming existing print-based distance education courses into hybrid print-technology courses. This article offers faculty a systematic way to consider technology combinations relative to the learner's needs and background. To ensure meeting the full spectrum of learner's needs, the types of learner interactions are categorized and discussed. Another main factor with regard to course structure and delivery system is the entry-level knowledge of the learner including their knowledge of the course content and need for various types of interaction. Each type of technology offers a different level of interactivity to the learner. Faculty are encouraged to develop a rationale for technology inclusion that will benefit the learner.

Students’ perceptions of team learning across teaching frameworks and settings

2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Sarah K. Guffey ◽  
Christopher Parrish ◽  
David Williams
Keyword(s):  
Team Learning ◽  
Course Design ◽  
Collaborative Problem Solving ◽  
Delivery Method ◽  
Course Structure ◽  
Face To Face ◽  
Team Based Learning ◽  
Group Members ◽  
Individual Preparation ◽  
Education Courses

The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students’ perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the course structure and teams as the most effective aspects of the course.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2013 ◽  
Vol 3 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants’ feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

scholarly journals Two-Semester Physics Course for Bachelors at Technical University

2019 ◽  
Vol 28 (8-9) ◽  
pp. 91-99
Author(s):  
S. В. Pereslegin ◽  
A. A. Korolev ◽  
S. A. Kurashova
Keyword(s):  
Student Performance ◽  
Statistical Physics ◽  
Quantum Physics ◽  
School Curriculum ◽  
Educational Background ◽  
Full Time ◽  
Educational Materials ◽  
Course Structure ◽  
Technical University ◽  
Physics Course

The article discusses two major problems in teaching physics for students majoring in IT at a technical university: 1) the forced change in the course structure and content due to the reduction in the time allotted for studying physics from three to two semesters, and 2) the uneven educational background of applicants, due to the fact that when entering a university, the results of the Unified State Examination in physics are not taken into account. The article analyzes the experience of the Physics Training Center at the ITMO University in St. Petersburg on conducting additional consultations on the school curriculum materials and on the development and using of electronic educational materials. The relevance of courses that are concentric in their structure, created by colleagues from the other universities, is noted. The authors propose to organize training for first-year students in various educational tracks, depending on their starting level. The article emphasizes the importance of maintaining completeness and ideological value of the course when revising the structure and content. The following conceptual scheme of the course is proposed: elementary physics as axiomatic science, statistical physics, quantum physics, quantum field theory (general concepts). The experience of the development and using of electronic educational materials (lecture presentations, electronic summaries of lectures and exercises) at ITMO University is analyzed. Despite the fact that, in general, e-learning elements make it possible to compensate the lack of class time caused by the program changes, students learn e-courses at different levels. It is noted that the reason, apparently, lies in the psychological unreadiness of a number of students to switch to “blended learning”. It is emphasized that in the mixed course creation the development of materials for assessing student performance and their final certification is a fundamentally new and time-consuming task, the preference is given to the traditional full-time exam. The authors consider that it expedient to preserve the traditional structure of the physics course at technical university.

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