Scaffolding student learning in computational physics

Paper in proceeding, 2021

This paper reports on the development of an online flipped course module in computational physics. The set-up of the module is briefly described, and an analysis of the use of the resources made available to the students is presented. It is demonstrated that, despite the online nature of the module, student engagement is high and that increased students-teacher interactions occurred in the online interactive sessions focusing on solving coding assignments. Thanks to carefully planned active learning sessions, the students learnt to implement difficult numerical concepts and solve practical problems.