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Abstract Title: Community structure in introductory physics course networks
Abstract: Student-to-student interactions are foundational to many active learning environments, but are most often studied using qualitative methods. Network analysis tools provide a quantitative complement to this picture, allowing researchers to describe the social interactions of whole classrooms as systems. Past results from introductory physics courses have suggested a sharp division in the formation of social structure between large lecture sections and small studio classroom environments. Extending those results, this study focuses on calculus-based introductory physics courses at a large public university with a heavily commuter and nontraditional student population. I use community detection network methods to characterize pre- and post-course collaborative structure in several sections and consider differences between small and large classes. I will compare these results with expectations from earlier findings, and comment on implications for instruction and further study.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Adrienne L. Traxler
Wright State University
3460 Colonel Glenn Hwy
Dayton, OH 45435
Phone: 937-775-3139