Comparing Online Labs and Video Lectures as Pre-Lecture Activities for Interactive Calculus-Based Physics Classes

Problem: In my calculus-based physics lecture classes where labs are not fully integrated, students struggle to grasp concepts as labs are designed to complement lectures. Feedback from my student surveys reveals difficulties in comprehending concepts that they learned through pre-class readings or interactive videos, showing a need for a more robust pedagogical approach. Drawing from my positive experience with an integrated lab and lecture format in algebra-based classes using the Investigative Science Learning Environments (ISLE) [1] pedagogy that students learn by starting with doing experiments, I propose a solution to enhance my students' learning in the calculus-based physics lecture classes.

Proposed Solution: To address these challenges, I propose using online lab platforms such as Pivot Interactive [2]. This platform would enable students to conduct observational experiments remotely before each class. This approach may enhance student preparation for in-class activities, including Think-Pair-Share [3], which can enhance their learning.

Methods and Research Question: My primary research question is: Can mini-interactive online labs improve students' understanding of physics concepts and beliefs about physics courses compared to interactive video lectures? During the Spring 2025 semester, one class will use mini-interactive online labs and a small percentage of interactive video lectures, while the other will rely on interactive video lectures. Student responses will be analyzed, and feedback will be provided before each class session.