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Filtering by: DOI 10.1103/PhysRevE.86.061201 Non-Academic Affiliation Oregon State University. Extended Campus.

Conceptual learning gains for face-to-face and asynchronous online course modalities in introduction to materials science

Creator:

Nigon, Nutnicha, Simionescu, Dana, Ekstedt, Thomas W., Koretsky, Milo D., and Tucker, Julie D.

Abstract:

Different educational modalities can affect students in learning challenging engineering concepts. Studies that specifically measure students’ conceptual learning gains have been conducted in face-to-face (F2F) and online modalities, but few direct comparisons have been reported. In this study, we collected data from undergraduate students enrolled in introductory materials science courses...

Resource Type:

Research Paper

Full Text:

. Physical Review. Physics Education Research, 16(1), 10108. https://doi.org/10.1103/PhysRevPhysEducRes.16