AAPT Abstract Archive

Abstract Information

  Session: Beyond the MOOCs: The Impact of Open Online Courses on Teaching and Education Research
  Paper Type: Invited
  Title: Lessons Learned Implementing Online Education at the University of Arkansas
  Meeting: 2015 Winter Meeting: San Diego, California
  Location: N/A
  Time: 4:00PM
  Author: John C. Stewart, West Virginia University
479-445-2522, johns@UARK.EDU
  Co-Author(s): None
  Abstract: The calculus-based physics sequence at the University of Arkansas-Fayetteville was revised to feature inquiry-based methods as part of the PhysTEC project in 2001. Since this time, the sequence has been a key component to the exceptional growth of the undergraduate physics program and its production of physics teachers. In line with the university system's strategic goals for online education, online lecture sections were added to the sequence in the spring 2013 semester. To improve ease of transfer between university campuses, the University of Arkansas-Fayetteville began offering its first-semester, calculus-based physics class online to other campuses of the University of Arkansas during the fall 2013 semester. This required the production of online laboratories. These laboratories used a mix of simulations and video recording of experiments to replace face-to-face laboratories. Our experiences with taking a very well understood and highly successful course sequence online have been mixed. Some experiences suggest that online options can be an effective replacement of face-to-face options; some experiences suggest that caution is appropriate when considering replacing face-to-face experiences with online options.
  Footnotes: None
  Presentation: WVU-AAPT-SanDiegoInvitedTalk.pptx

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