home - login - register

PERC 2014 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Comparative Educational Outcomes from Three Introductory Physics Courses
Abstract: While popularized for their potential of low-cost and broad access, Massively Open Online Courses (MOOCs) are not fully understood nor well researched in terms of educational impacts.  This study examines some of the educational outcomes from a MOOC that was designed to parallel a traditional brick-and-mortar lecture of 900 students.  While the MOOC initially enrolled an audience of nearly 16,000 students, a mere 1.5% actually completed the MOOC.  Four times as many students completed the brick-and-mortar course.  Complementing the MOOC and traditional offerings of Physics 1, we also examine a special physics course held as part of a live-in residential community. In contrast to the MOOCs, these residential courses are characterized as high-touch and locally-based.  Student demographics, performance, and retention were compared for the three approaches to teaching the same physics content. All environments yielded similar normalized relative learning gains on the FMCE for Physics 1 performance, for those who completed the courses.  However, larger absolute gains and higher retention rates are found for the students in the traditional and more community-focused physics environments.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jack Olsen
University of Colorado Boulder
4902 Clubhouse Court
Boulder, CO 80301
Phone: 3037263863
Co-Author(s)
and Co-Presenter(s)
Michael Dubson (University of Colorado Boulder Physics Education Research Group)
Noah D. Finkelstein (University of Colorado Boulder Physics Education Research Group)
Katherine A. Goodman (University of Colorado Boulder Physics Education Research Group)
Edmond Johnsen (University of Colorado Boulder Physics Education Research Group)
David H. Lieberman (University of Colorado Boulder Physics Education Research Group)