The Essence of Learning: Moving Beyond Observation
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Chapter 1 The Challenge of Online Learning
Let’s be straightforward; online classes are not my preference. However, due to the ongoing COVID pandemic, my summer physics course has transitioned entirely online.
Typically, summer semesters are incredibly fast-paced. Each two-day interval of class corresponds to a full week in a regular semester. Not only are the classes rapid, but there’s also less time for students to absorb and practice the physics material.
Despite this shift, summer classes are usually face-to-face, allowing for direct interaction. I can observe my students, and they can engage with me, fostering a collaborative environment where we tackle physics problems together. My primary objective is to cultivate a community of learners, where I am also part of the learning journey.
While I believe it's theoretically possible to create a similar atmosphere online, I have yet to figure out how to achieve this. For example, one favorite in-person activity is speed dating for problem-solving. Students rotate in groups to tackle challenges, and it’s much more engaging than it sounds.
But how to replicate that experience online? I’m still searching for the answer.
Section 1.1 Recognizing the Learning Obstacles
As the semester progresses, many students start to encounter obstacles. They cling to outdated study habits that are proving ineffective. Under normal circumstances, I would notice this struggle sooner, but the online format complicates things.
Consider a physics problem like this:
You’re on a bridge 3.4 meters above the water, feeling hesitant about jumping in like your friends. Instead, you decide to throw a ball with a speed of 12 m/s at a 34-degree angle above the horizontal. How far from the bridge will the ball land in the water?
This problem adds a real-world element to the scenario, making it more relatable. However, students often resort to traditional learning methods to solve it.
Subsection 1.1.1 Traditional Strategies
Here are some common approaches students might take:
- Textbook Reference: They might search the textbook for a similar solved problem. The challenge arises when they misidentify the type of problem—what they have is a projectile motion scenario, not a bridge problem.
- Equation Search: This strategy involves noting down known variables (velocity, height, angle) and the unknown (distance) to find a relevant equation. The reality is, they might find one, but it likely won’t apply.
- Online Searches: Students might turn to Google, Bing, or DuckDuckGo to find solutions or videos explaining the problem.
These approaches rely heavily on searching for answers rather than engaging with the physics concepts. True understanding is a complex process; there isn’t a quick fix or a single video that will lead to comprehension. Genuine learning demands time and effort.
The current sentiment among many of my students is frustration due to a lack of progress. However, they won’t advance until they shift their focus from simply seeking answers to actively engaging with the problems.
Section 1.2 The Importance of Practice
When I finally get a chance to converse with my students about their interests outside of physics, I ask them about their hobbies—be it sports, music, art, or other pursuits.
Let’s say one student enjoys basketball. I might ask, “How do you improve at basketball? Is it simply about making shots or watching games?” While these activities may help, genuine improvement requires dedication and hard work.
Focusing solely on getting the right answers in physics mirrors a basketball team that merely climbs a ladder to drop the ball into the hoop. That approach won't prepare them for an actual game. Similarly, I’m more concerned with the process leading to the answer in physics than the answer itself.
Learning can often be challenging, and we might wish to make it fun and effortless. Nevertheless, authentic learning can be both rewarding and enjoyable, even if it’s not easy.