Danijela Ivkovic, School of Natural Sciences, CoSE
In the rapidly evolving landscape of education, engaging remote students is paramount to ensure an effective and fulfilling learning experience. Laboratory work is fundamental to studying physics; however, over the last four years, more than half (55%) of the Introductory Physics students were enrolled as remote students. In order to teach laboratory skills, we needed to create an opportunity for students to collaborate and learn from each other. We re-designed the assessment of the practical component of the unit to include regular demonstrations students performed and shared with the class. We utilise Tracker, a freeware software developed for physics education, which allows students to track objects and record a number of physical quantities. Students conduct demonstrations which align with concepts covered in lectures, which they share on designated discussion boards. By reviewing demonstrations posted and feedback received from staff and peers, students learn the essentials of the experimental set-up, measurement techniques, data analysis and ways to present information using mathematical notation. To ensure no disadvantage in posting early, we use a feature of the discussion boards where students need to create a post before they can view posts by others. Whilst the teaching staff provide feedback on analysis, students learn different ways to conduct measurements and present data from each other. On average, more than 90% of students viewed at least one post of other students, and the median percentage of posts viewed was 20%. By the end of the unit, students have obtained the skills required to design, conduct, analyse and present a repeated measures experiment.