arXiv subjects

Shih-Yin Lin

Publications and source records attributed to Shih-Yin Lin.

22 records · Page 2Linked to original sources

arXiv2014

Peer Evaluation of Video Lab Reports in an Introductory Physics MOOC

Assessing student performance becomes challenging when course enrollment becomes very large (~10^4 students). As part of a Massive Open Online Course (MOOC) in introductory physics offered by Georgia Tech in 2013, students submitted video reports on mechanics labs. Peer evaluation of these reports provided the primary method for evaluating student laboratory work. This paper describes the methods developed and used to guide students in evaluating each other's video lab reports. We also discuss how students' peer evaluation behavior changed with different interventions provided in the course.

physics.ed-ph↗

arXiv2014

Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course

The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop their abilities to present and evaluate scientific arguments. Within these assignments, we also assessed students' evaluation abilities by comparing their evaluations to a set of expert evaluations. We summarize our development efforts and describe the changes we observed in student evaluation behavior.

physics.ed-ph↗

arXiv2014

Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course

In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via 'clickstream' data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a 'correct' solution.

physics.ed-ph↗

arXiv2013

The Initial State of Students Taking an Introductory Physics MOOC

As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the Force and Motion Conceptual Evaluation at the beginning of the course. While the course is still actively running, we have tracked student participation over the first five weeks of the eleven-week course.

physics.ed-ph↗