Work in Progress: Student Behaviors Using Feedback in a Blended Physics Undergraduate Classroom

Abstract

Two major benefits of Massive Open Online Course platforms are their collection of fine grain data on student interactions with the course website and their capacity to give students immediate feedback on their work. We study the patterns of students' usage of immediate feedback in an undergraduate physics course that uses blended learning, and we present informative aggre-gate descriptives from this 474-student class. We find that overall student study strategies mirror those in "traditional" courses, that students strategically use the auto-checking feature of the platform, and that they extensively use the other content resources available to them on the platform. Several of these findings support educational research that has not had the benefit of the data MOOC platforms give us access to. Better understanding of how students engage with blended learning will aid residential instructors in tailoring in-class time and providing their students with recommendations for approaches to studying.