Providing choices in learning experiences for large classes - beyond Studio Physics

Judith M Pollard
Department of Physics and Mathematical Physics, Adelaide University

Abstract

Students commence Level I University subjects with a wide range of previous experience and learning preferences. The structure of University subjects, particularly for large classes, often forces them to work in ways which reduce the effectiveness of their learning.

Following the CUTSD-funded development of a pilot Studio program for the Level I calculus-based subject Physics I in 1998, a modified version of the program was offered to over 100 students in Semester 2, 1999. Extensive student feed-back has been used to guide further refinements during 2000. The present course caters for over 300 students, and offers a range of learning opportunities from which they may choose, in accordance with their preferred learning style.

Students have access to:

presentation of the subject matter in a lecture, with lecture demonstrations;

a list of learning objectives with text book references which they may work through before or after (or in place of) the lectures;

a set of concept questions (to check basic understanding) and problems (to develop skills in analysis and synthesis) which they answer in their own time;

a "studio" session in which up to 20 students work in groups of 3 or 4 with the assistance of a tutor, to clarify the answers they completed before the session, to work on additional discussion and pen-and-paper questions and to use simple equipment to test their understanding;

a "tutorial" as an alternative to the "studio" session, in which up to 16 students work with a tutor to discuss and solve the questions, but without making use of experimental equipment.

While the availability of choice can be very beneficial to learning, several aspects merit further consideration.

Do students need to be required to try each of the options, before they can choose those which suit them best?

Will students make choices which best advance their learning, or settle for the options which require least immediate effort?

Do the advantages of providing this choice justify the additional administrative and academic cost?

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