Flipping an online module in computational physics
Book chapter, 2021

This chapter describes an attempt to extend the flipped-classroom approach to the online realm. This somewhat novel pedagogical approach was used when running a module in an online master's course on computational physics. During the online class meetings, students worked to solve a set of computational physics problems, using a web-based platform for coding. Based on an evaluation of student perceptions, performance and engagement, we conclude that the online flipped classroom is a promising alternative to online courses relying only on asynchronous learning activities. In the same vein, students placed great value on the interactivity during the online class meetings, meaning that teachers are well advised to do more than just lecture during online class meetings.

Author

Christophe Demaziere

Chalmers, Physics, Subatomic, High Energy and Plasma Physics

Tom Adawi

Chalmers, Communication and Learning in Science, Engineering Education Research - EER (Chalmers)

Christian Stöhr

Chalmers, Communication and Learning in Science, Engineering Education Research - EER (Chalmers)

Designing Courses with Digital Technologies: Insights and Examples from Higher Education, ed. Stefan Hrastinski

100-104
9780367700003 (ISBN)

Subject Categories

Didactics

Learning

Pedagogical Work

More information

Latest update

11/8/2021