Zobrazeno 1 - 10
of 39
pro vyhledávání: '"Judy Hardy"'
Publikováno v:
Physical Review Physics Education Research, Vol 18, Iss 1, p 010114 (2022)
The academic performance of undergraduate physics students at a research-intensive UK university were studied to identify whether there were any significant differences between underrepresented and overrepresented groups. Exit qualification, degree c
Externí odkaz:
https://doaj.org/article/66cf36c763114249b0eee32d007c136b
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010119 (2018)
PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the
Externí odkaz:
https://doaj.org/article/c602aec76feb469f95f49ec7ec1e31e6
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 2, p 023101 (2016)
According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection
Externí odkaz:
https://doaj.org/article/39f891f210c94b288b0849823c2e50d2
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 1, p 010140 (2016)
Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of how they lead to improved l
Externí odkaz:
https://doaj.org/article/309bb2ae529e496499a21f2e5e6920e5
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 10, Iss 2, p 020107 (2014)
Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer i
Externí odkaz:
https://doaj.org/article/d864cc3c801b435585d11b8924727fb5
Publikováno v:
Wood, A K, Bailey, T N, Galloway, R K, Hardy, J A, Sangwin, C J & Docherty, P J 2021, ' Lecture capture as an element of the digital resource landscape-a qualitative study of flipped and non–flipped classrooms ', Technology, Pedagogy and Education, pp. 1-16 . https://doi.org/10.1080/1475939X.2021.1917449
While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here the authors repo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cc0752ed1d89e1bd45a3f2840351eb50
https://hdl.handle.net/20.500.11820/2bf48ba0-9251-409e-b8e4-147cc012829e
https://hdl.handle.net/20.500.11820/2bf48ba0-9251-409e-b8e4-147cc012829e
Publikováno v:
Kay, A E, Hardy, J & Galloway, R 2020, ' Student use of PeerWise: a multi-institutional, multi-disciplinary evaluation ', British Journal of Educational Technology, vol. 51, no. 1, pp. 23-35 . https://doi.org/10.1111/bjet.12754
This study explores the relationship between engagement with an online, free to use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiplechoice questions and can provide feedback t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::89e5cd82a2000d1ac758dc24f370a3f0
https://hdl.handle.net/20.500.11820/b4162d30-94d7-47b7-b42b-b985b245a606
https://hdl.handle.net/20.500.11820/b4162d30-94d7-47b7-b42b-b985b245a606
Publikováno v:
Wood, A K, Galloway, R K, Sinclair, C & Hardy, J 2018, ' Teacher-student discourse in active learning lectures : case studies from undergraduate physics ', Teaching in Higher Education, vol. 23, no. 7, pp. 818-834 . https://doi.org/10.1080/13562517.2017.1421630
In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class re
While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here we report on in-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a739ebe7fc9ecbad06a67f0f0d7461b0
https://doi.org/10.31234/osf.io/824hv
https://doi.org/10.31234/osf.io/824hv
Autor:
Judy Hardy, Ross K. Galloway, Marsali Wallace, Steven Draper, Olivia Johnson, Simon Bates, Sally Hancock
Publikováno v:
New Directions in the Teaching of Physical Sciences. :60-65
The Fostering Learning Improvements in Physics project is examining the international status of subject-based educational research in physics and the potential for work in this field to impact the teaching and learning of undergraduate physics in UK