ABSTRACT
This chapter presents the use of Zoom for problem-solving in an online flipped-classroom class. The setting is an undergraduate calculus-based introductory physics class. This class is traditionally taught in person in classrooms specifically designed for active learning and using flipped-classroom pedagogy. Due to COVID-19 and the resulting shift to online teaching in the United States midway through the spring 2020 semester, the second half of the class was offered asynchronously with an optional synchronous session. A comparison of student performance was made between those who attended the synchronous problem-solving sessions and those who completed the problems alone. Performance was measured using grades, a pre/post assessment, and a survey regarding students’ perceptions of course workload and difficulty. Most significantly, students who attended the synchronous sessions achieved an 11% higher average grade on tests than those who did not. They also saw a larger gain on the assessment while simultaneously finding the course less difficult.
