{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/122086"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/122086","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Beyond \"flipping the classroom\": Behavioral, cognitive, and socioemotional aspects of learning in college physics","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-12-01","abstract_has_math":false,"creators":["Zhang, Muxin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Physics","degree_department":null,"school":null,"contributors":["Kuo, Eric","Stelzer, Tim","Krist, Christina","Holder, Gilbert"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-22T22:25:00Z","subjects":["Physics Education Research","Active Learning Curriculum","Problem-solving","Group Work","Student Emotions"],"languages":["en","eng"],"rights":["Copyright 2023 Muxin Zhang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/122086","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuo, Eric","Stelzer, Tim","Krist, Christina","Holder, Gilbert"]},{"key":"dc:creator","label":"Author","values":["Zhang, Muxin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-12","2023-07-28"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Physics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physics Education Research","Active Learning Curriculum","Problem-solving","Group Work","Student Emotions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Muxin Zhang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/122086"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-12-01","The student, Muxin Zhang, accepted the attached license on 2023-07-21 at 15:00.","The student, Muxin Zhang, submitted this Dissertation for approval on 2023-07-21 at 15:11.","This Dissertation was approved for publication on 2023-07-28 at 09:27.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19779 on 2024-03-01 at 13:29:11","In this thesis, I present research projects aimed at understanding and improving components of the active learning curriculum in the context of introductory college physics courses. This thesis has three parts. First, to support students in mastering essential problem-solving skills, I conducted intervention studies to investigate the effects of online learning tools on student study behaviors and performance. My colleagues and I found that an in-situ implementation of the mastery-style homework was highly effective, but interventions designed to impact student metacognition and exam preparation behaviors had null results. Second, to explore ways of improving collaborative learning in discussion and lab sections, I collected video data of group work to characterize patterns of group interactions and analyze selected episodes for a focal group. My colleagues and I found that, moments when group members raised divergent ideas were rare, but these moments can lead to productive discussions of conceptual resources and development of coherent reasonings when students take up, refine, and extend each other’s ideas. Third, to investigate the relationship between student emotion and learning, I conducted a literature review and two case studies. These studies demonstrate that a complex range of emotions arise from multiple aspects of science learning, navigations of socio-emotional risks are consequential for group work, and individuals’ emotions are situated in microscopic classroom interactions as well as macroscopic institutional and cultural structures. An overarching argument of this thesis is that, to improve a college physics course, instructors need to attend to and support behavioral, cognitive, and socio-emotional aspects of physics learning."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Beyond \"flipping the classroom\": Behavioral, cognitive, and socioemotional aspects of learning in college physics"]}]}],"canonical_facts":{"dc:contributor":["Kuo, Eric","Stelzer, Tim","Krist, Christina","Holder, Gilbert"],"dc:creator":["Zhang, Muxin"],"dc:date":["2023-12","2023-07-28"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-12-01","The student, Muxin Zhang, accepted the attached license on 2023-07-21 at 15:00.","The student, Muxin Zhang, submitted this Dissertation for approval on 2023-07-21 at 15:11.","This Dissertation was approved for publication on 2023-07-28 at 09:27.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19779 on 2024-03-01 at 13:29:11","In this thesis, I present research projects aimed at understanding and improving components of the active learning curriculum in the context of introductory college physics courses. 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Third, to investigate the relationship between student emotion and learning, I conducted a literature review and two case studies. These studies demonstrate that a complex range of emotions arise from multiple aspects of science learning, navigations of socio-emotional risks are consequential for group work, and individuals’ emotions are situated in microscopic classroom interactions as well as macroscopic institutional and cultural structures. An overarching argument of this thesis is that, to improve a college physics course, instructors need to attend to and support behavioral, cognitive, and socio-emotional aspects of physics learning."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/122086"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Muxin Zhang"],"dc:subject":["Physics Education Research","Active Learning Curriculum","Problem-solving","Group Work","Student Emotions"],"dc:title":["Beyond \"flipping the classroom\": Behavioral, cognitive, and socioemotional aspects of learning in college physics"],"dc:type":["text"],"thesis:degree_discipline":["Physics"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}