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Students' satisfaction and performance in flipped physics classrooms having different proportions of face-to-face lecturing

Title
Students' satisfaction and performance in flipped physics classrooms having different proportions of face-to-face lecturing
Authors
Zoe, HeeseungKwak, KyujinYeom, Dong-HanLee, Ji Hoon
DGIST Authors
Zoe, Heeseung; Kwak, Kyujin; Yeom, Dong-Han; Lee, Ji Hoon
Issue Date
2021-01
Citation
New Physics: Sae Mulli, 71(1), 78-85
Type
Article
Author Keywords
Peer instructionPhysics educationFlipped learning
ISSN
0374-4914
Abstract
Flipped learning is an instructional design implementing peer instruction by reducing traditional face-to-face lecturing. However, students tend to be afraid of replacing face-to-face lecturing with peer instruction. We applied the flipped learning method to two sections of General Physics 2 for electromagnetism and modern physics. We controlled the ratio of face-to-face lectures to the entire class meeting hours to be 1/2 for one section (N=288) and 1/3 for the other section (N=296). Students' achievements were not statistically distinguished between the two sections. Students' satisfaction with lecturing was indistinguishable. However, while students in the 1/3 section prefered peer instruction, those in the 1/2 section were satisfied with instructional design. According to a correlation analysis, students' satisfaction correlated with achievements only in the 1/2 section. Therefore, we conclude that flipped learning is systematically worked in the 1/2 section rather than in the 1/3 section. © 2021 The Korean Physical Society. All rights reserved.
URI
http://hdl.handle.net/20.500.11750/15522
DOI
10.3938/NPSM.71.78
Publisher
한국물리학회
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