PERC 2018 Abstract Detail Page
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| Abstract Title: | Student Outcomes Across Collaborative-Learning Environments |
|---|---|
| Abstract: | The Learning Assistant (LA) model supports instructors in implementing research-based teaching practices in their own courses. In the LA model undergraduate students are hired to help facilitate research-based collaborative-learning activities. Using the Learning About STEM Student Outcomes (LASSO) database, we examined student learning from 112 first-semester physics courses that used either lecture-based instruction, collaborative instruction without LAs, or LA supported instruction. We measured student learning using 5959 students' responses on the Force and Motion Conceptual Evaluation (FMCE) or Force Concept Inventory (FCI). Results from Hierarchical Linear Models (HLM) indicated that LA supported courses had higher posttest scores than collaborative courses without LAs and that LA supported courses that used LAs in laboratory and recitation had higher posttest scores than those that used LAs in lecture. |
| Abstract Type: | Juried Talk |
| Parallel Session: | Juried Talks II |
| Parallel Session: | Parallel Sessions Cluster III |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
X. Herrera California State University Chico |
| Co-Author(s) and Co-Presenter(s) |
J. Nissen and B. Van Dusen |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
