Supporting Students' Self-Regulated Learning in Introductory Physics

TitleSupporting Students' Self-Regulated Learning in Introductory Physics
Faculty/College/UnitScience
StatusActive
Duration3 Years
Initiation04/01/2019
Funding Details
Year 1: Project TitleAn online study space that supports self-regulated learning
Year 1: Project YearYear 1
Year 1: Funding Year2019/2020
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorGeorg Rieger
Year 1: Funded Amount14,000
Year 1: Team Members

Georg Rieger, Instructor 1, Physics and Astronomy, Faculty of Science
Vesna Sossi, Professor, Physics and Astronomy, Faculty of Science

Year 1: Summary

We will create an online “study space” for Physics 118 on the Canvas LMS. This will be a weekly module with three main pages targeted at:

  1. supporting students’ engagement in self-regulated learning and strategic studying.
  2. providing opportunities for students to report difficulties with content and influence subsequent class time.
  3. providing students with three-step homework support.

The study space for PHYS 118 will complement the ‘flipped format’ of the course and its resources, such as the open textbook and the commercial pre-lecture/homework system (flipitphysics.com).

Since this is a standard introductory course in Electricity and Magnetism, concept tests and surveys are available to measure the outcome of this project. We also envision using learning analytics to measure students’ usage of the study space.

If successful, the Canvas-based format and the main ideas in area (1) could also be used in other courses.

Year 2: Project YearYear 2
Year 2: Funding Year2020/2021
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorGeorg Rieger
Year 2: Funded Amount13,200
Year 2: Team Members

Georg Rieger, Instructor, Physics and Astronomy, Faculty of Science
Jess McIver, Assistant Professor, Physics and Astronomy, Faculty of Science
Sean Cooper, Graduate Student, Physics and Astronomy, Faculty of Science
Silvia Mazabel, Graduate Student, Faculty of Education
Gillian Gerhardt, Centre for Teaching, Learning and Technology

Year 2: Summary

The project supports students’ engagement in self-regulated learning and strategic studying in three areas:

  1. Task interpretation and reflection activities in class.
  2. Self-directed learning at home from course materials.
  3. Constructive, forward-facing feedback from tests and exams.

1. In-class activities that promote task interpretation will be the main priority of the project. These activities will be added to our in-class worksheets. We hope that regular engagement with task interpretation will provide students with strategies that will also help them during homework and exams.

2. We will create a weekly “study space” module for PHYS 118 on Canvas that will:

  • provide opportunities for students to report difficulties with content and influence subsequent class time;
  • provide students with three-step homework support.

3. We are currently implementing forward-facing feedback following tests and exams in the Vantage sections of PHYS 117. The approach will also be used in PHYS 118.