E-Learning in University Physics Courses at UNIST in Korea Hai-Woong Lee Department of Physics,...
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E-Learning in University Physics Courses at UNIST in Korea
Hai-Woong LeeDepartment of Physics, UNIST
ICELW 2015June 10~12, 2015; Columbia Uni-versity
UNIST (Ulsan National Institute of Science and Technology)
• Young and Fast-Growing University• Energy and Material Science Biological and Chemical Science• Education: E-Learning (Flipped Learn-
ing)• All Lectures in English
Course Redesign Methods
• Flipped Learning• Peer Instruction• Just In-Time Teaching (JiTT)• Jigsaw Learning• Two-Stage Exam (Collaborative Test-
ing)• Group Problem Solving (UNIST Gen-
eral Chemistry and General Physics)
Flipped Learning
• Instruction delivered online outside of class and “homework” moved into the classroom (school work at home and homework at school)
• J. Bergmann and A. Sams• C. Wieman
Flipped Learning
• Full Utilization of Modern Web(IT) Tech-nology
Lecture Material Provided Online Pre-class Study• Interactive Lecture Q&A, Discussions
Active Learning Ideally, the method would work fine, but there are practical diffi-culties.
General Physics
• Introductory physics for freshmen• Required for all freshmen• Two-term course• General Physics I Newtonian mechanics, Thermal physics, Relativity• General Physics II Electricity and magnetism, Optics, Quantum physics
General Physics at UNISTSemester Course Class Size
2nd, 2012 I 176
3rd, 2012 II 217
1st, 2013 I 182
I 158
2nd, 2013 II 175
II 170
3rd, 2013 II 202
II 181
1st, 2014 I 201
2nd, 2014 II 200
1st, 2015 I 155
Large-size class, Lectures in English(second lan-guage)
UNIST Version of Flipped Learning for General Physics
• Full Utilization of Modern IT Technol-ogy
YES! Blackboard System• Interactive Lecture NO! Inclass Activity 50% Traditional
Lecture 50% Group Problem Solving
Full Utilization of Modern IT Technology for Preclass Study
• Lecture Material Uploaded to BB Lecture Note (~3 pages/chapter)
Video Clips (2~8 minutes long)
• Online Preclass Quiz (7~8 simple multiple choice questions/chap-
ter) to force students to do preclass study *** General Physics is a required course
Students do preclass study only for ~½ of the times on the aver-age
Why No to Interactive Lecture?
• (Korean) Students and instructor not trained for interactive lecture
• Discussions centered around a small number of students, a majority of stu-dents stay away
• Deep, meaningful discussion impossi-ble with limited command in English
• Pace slowed down considerably, diffi-cult to keep up with the schedule
Interactive Lectures
in Large Enrollment Classes
conducted in English (second language)
???
with students not ready at all for q&a and discussions
Group Problem Solving
• Students are to form groups of ~3 people with their neighbors
• Problems are given for students to solve together with their neighbors in their group (~15 minutes/problem)
• Students are encouraged to discuss with and teach and learn from their neighbors, noise level during GPS quite high
Group Problem Solving
• Instructor, AI and TA’s walk around the classroom to help students
• AI shows solution on the screen after ~15 minutes
• Sometimes, we let groups to compete, the first group to get the correct solution gets a prize
• Each group needs to submit solutions to all problems at the end of the class meet-ing
Group Problem Solving
• Highly Successful• Students like it. They also learn from
peer instruction.• Students learn to communicate with
other students.
Science has become so complex and interdisciplinary that days are gone when one genius like Einstein can make a great contri-bution to science. A great ad-vance in science now requires collaborations between open-minded researchers.
About science, one learns mainly from (reading) research papers until he reaches the age of 40, but once he is 40 or older, he learns mainly from (talking to and listening to) other researchers.
25%
45%
18%
10%
3%
1. Do you think that 'flipped learning' helped you to better understand physics?
strongly agreeagreeneutraldisagreestrongly disagree
1st Semester, 2013; General Physics I
preclass lecture notes and video
clips
preclass quiz questions
inclass lectures by the professor
inclass group solving of prob-
lems
postclass recita-tion classes
strongly agree
55 60 120 144 88
agree 168 150 218 208 189
neutral 113 122 73 58 108
disagree 78 83 17 14 31
strongly disagree
16 15 2 4 11
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
2. Did each of the following activities contribute much to your learning of
physics?#
of
stu
dents
(%)
4%
35%
44%
14%
4%
6. Which of the following versions of Inverted Learning method would you like best?
100% lecture, no group solving of problems in class (traditional method)75% lecture, 25% group solving of problems in class (~method adopted in this class)50% lecture, 50% group solving of problems in class25% lecture, 75% group solving of problems in class (method adopted in this class)No lecture, 100% group solving of problems in class
20%
41%
21%
16%
2%
Q2-1. Did preclass lecture notes and video clips contribute much to your learning of
physics?
strongly agreeagreeneutraldisagreestrongly disagree
3rd Semester, 2012, General Physics II
40%
47%
9%
1%
3%
Q2. Did inclass group solving of problems contribute much to your learning of
physics?
strongly agreeagreeneutraldisagreestrongly disagree
2nd Semester, 2012, General Physics I
1st Semester, 2013, General Physics I
Conclusion
• Flipped Learning has more strengths than drawbacks.
• Students learn more from online pre-class self study and peer instruction through group problem solving than from lectures by instructor.
Conclusion
• Communication, Collaboration, Teamwork
Open-Mindedness• The method of flipped learning with
group problem solving has the poten-tial of educating UNIST students to become world leaders in science and engineering.
Some Remaining Questions
• Required Course, Weak Motivation: How to motivate students to do pre-class study
• Not all students participate in group problem solving
• Interactive Lecture??? Language, Cul-ture
Strength• Students acquire long-
lasting knowledge from self study and peer in-struction
• Students learn to com-municate and discuss with others through group problem solving
• More interaction be-tween instructor and students
Weakness• Large amount of time
and effort are required from instructor to pre-pare lecture notes and other pre-class materials and to keep track of indi-vidual student’s perfor-mance and progress
• Large amount of time is required on the part of students especially to do pre-class study
Strength Weakness• Interactive lecture centered around
Q&A and Discussion is difficult: • Reduced lecture hours Danger Importance of preclass study
Final Remark
• It is important to be aware of the practical difficulties associated with the method and find ways to over-come or circumvent them.