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Effects of facilitating collaboration in large-enrollment introductory physics courses
written by Yasmene Wang Elhady, Charlotte Zimmerman, and Suzanne White Brahmia
The sudden transition to remote instruction left many introductory physics students with limited opportunities for meaningful interpersonal interactions with their classmates and instructors. Students reported discouragement over their ability to learn new concepts, and lack of motivation to engage in the courses. In response, we formed "Learning Pods" - online learning communities of small student groups connected through Slack and mentored in collaboration skills. Summer of 2020, Learning Pods became an organizing structure of the remotely delivered introductory calculus-based mechanics course. In subsequent terms, features of the Learning Pod Intervention varied as we scaled up from courses with ~100 students to those with 300-500 students. Based on analysis of student survey questions, we present preliminary indicators of increased student self-efficacy and improved engagement with instructors and peers. Improved self-efficacy and engagement have been correlated with improved success and persistence, especially for students from groups underrepresented in physics. We observe that explicitly incorporating collaboration as instructional material and setting up structures to facilitate communication increased student self-efficacy and interactivity. In addition, TA facilitation of synchronous activities to foster effective collaboration lowered barriers for students reaching out to them. Overall, instructor and TA efforts to increase effective collaboration and communication had a positive impact on student self-efficacy and engagement, and the more structured and explicit interventions had more impact.
Physics Education Research Conference 2021
Part of the PER Conference series
Virtual Conference: August 4-5, 2021
Pages 117-122
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Learning Environment
- Technology
= Distance Education
Education - Basic Research
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2021…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2021.pr.Elhady
Keyword:
PERC 2021
Record Creator:
Metadata instance created September 28, 2021 by Lyle Barbato
Record Updated:
September 29, 2021 by Lyle Barbato
Last Update
when Cataloged:
October 10, 2021
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Record Link
AIP Format
Y. Elhady, C. Zimmerman, and S. White Brahmia, , presented at the Physics Education Research Conference 2021, Virtual Conference, 2021, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469).
AJP/PRST-PER
Y. Elhady, C. Zimmerman, and S. White Brahmia, Effects of facilitating collaboration in large-enrollment introductory physics courses, presented at the Physics Education Research Conference 2021, Virtual Conference, 2021, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469>.
APA Format
Elhady, Y., Zimmerman, C., & White Brahmia, S. (2021, August 4-5). Effects of facilitating collaboration in large-enrollment introductory physics courses. Paper presented at Physics Education Research Conference 2021, Virtual Conference. Retrieved December 8, 2022, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469
Chicago Format
Elhady, Y, C. Zimmerman, and S. White Brahmia. "Effects of facilitating collaboration in large-enrollment introductory physics courses." Paper presented at the Physics Education Research Conference 2021, Virtual Conference, August 4-5, 2021. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469 (accessed 8 December 2022).
MLA Format
Elhady, Yasmene Wang, Charlotte Zimmerman, and Suzanne White Brahmia. "Effects of facilitating collaboration in large-enrollment introductory physics courses." Physics Education Research Conference 2021. Virtual Conference: 2021. 117-122 of PER Conference. 8 Dec. 2022 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469>.
BibTeX Export Format
@inproceedings{ Author = "Yasmene Wang Elhady and Charlotte Zimmerman and Suzanne White Brahmia", Title = {Effects of facilitating collaboration in large-enrollment introductory physics courses}, BookTitle = {Physics Education Research Conference 2021}, Pages = {117-122}, Address = {Virtual Conference}, Series = {PER Conference}, Month = {August 4-5}, Year = {2021} }
Refer Export Format

%A Yasmene Wang Elhady %A Charlotte Zimmerman %A Suzanne White Brahmia %T Effects of facilitating collaboration in large-enrollment introductory physics courses %S PER Conference %D August 4-5 2021 %P 117-122 %C Virtual Conference %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469 %O Physics Education Research Conference 2021 %O August 4-5 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Elhady, Yasmene Wang %A Zimmerman, Charlotte %A White Brahmia, Suzanne %D August 4-5 2021 %T Effects of facilitating collaboration in large-enrollment introductory physics courses %B Physics Education Research Conference 2021 %C Virtual Conference %P 117-122 %S PER Conference %8 August 4-5 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15735&DocID=5469


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