16 citations · 27 across the 6 of their papers we have counts for
7 papers
Exploring University Students' Engagement with Online Video Lectures in a Blended Introductory Mechanics Course
Shih-Yin Lin, John M. Aiken, Daniel T. Seaton +4
The advent of MOOCs has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created an…
Peer Evaluation of Video Lab Reports in an Introductory Physics MOOC
Shih-Yin Lin, Scott S. Douglas, John M. Aiken +5
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…
Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course
Scott S. Douglas, Shih-Yin Lin, John M. Aiken +4
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 seri…
Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course
John M. Aiken, Shih-Yin Lin, Scott S. Douglas +4
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 fl…
The Initial State of Students Taking an Introductory Physics MOOC
John M. Aiken, Shih-Yin Lin, Scott S. Douglas +4
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…
Understanding Student Computational Thinking with Computational Modeling
John M. Aiken, Marcos D. Caballero, Scott S. Douglas +4
Recently, the National Research Council's framework for next generation science standards highlighted "computational thinking" as one of its "fundamental practices". 9th Grade stud…