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In-Person versus Synchronous Remote Delivery of Mechanics Lectures

Abstract

The author divided two classes of mechanics students into two approximately equal groups. One group received lectures in-person while the other group received the lecture synchronously and remotely over the internet from an adjacent classroom. Students were randomly assigned to each group. Two different lectures were performed in this manner with each of two classes with students randomly assigned to the two groups each time. Students were pre and post-tested by survey. The students attempted to answer questions involving basic linear and angular impulse and momentum questions. They were also surveyed as to their perceived understanding of the material addressed in the survey and their willingness to have their responses included in the study being performed.

Introduction

The author is an instructor for a university that provides classes in the traditional classroom lecture format as well as streaming the same lecture synchronously over the internet to students off-campus. A brief experiment was devised in an effort to determine if there was a measurable difference between the performances of the students receiving the lecture in-person versus remotely over the internet. The literature confirms that technologically delivered courses can be as effective as lecture methods of instruction1,2,3 though it also shows a bias against remotely delivered classes4. The author has heard negative remarks about remotely delivered courses. The author desired to know if his particular method of instruction would show a measurable difference in student outcomes regarding the two aforementioned delivery formats. The study covered two consecutive semesters of a course covering both statics and dynamics.

Methodology

A survey was devised consisting of ten questions. Quantitative and qualitative methods were employed in the study5. Eight quantitative questions were devised by the author. Four multiple choice questions addressed basic linear impulse and momentum concepts. Four multiple choice questions addressed basic angular impulse and momentum concepts. The ninth was a qualitative Likert-type question and asked the students to rate their perceived preparedness to answer the eight linear and angular impulse and momentum questions. The final question asked if the student was willing to have their responses included in a study. The same ten questions were administered three times to each semester.

Three copies of each survey were stapled together and were assigned a random number using a random number generator. Each of the three copies was labeled with the same random number to track changes in individual responses. The exercise was performed during two consecutive semesters of a combined statics and dynamics class. A total of fifty students were present for the study. The instructor was blind to which student received which survey number. Students were told to not put their name on any page to ensure anonymity in an effort to minimize student

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Kozak, M. (2010, June), In Person Versus Synchronous Remote Delivery Of Mechanics Lectures Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16864