Graduation Semester and Year
Spring 2026
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Physics and Applied Physics
Department
Physics
First Advisor
Ramon Lopez
Abstract
In this dissertation we present results from two consecutive investigations into the fully online asynchronous modality in Physics Education. We first discuss the efficacy of a fully online asynchronous section of Modern Physics held in Fall 2024. The asynchronous section is compared with four prior partially-flipped sections of the same class, two of which were held in-person, and two of which were held synchronously online. Results suggest that all three modalities can be made to be about equally as effective. We also discuss the efficacy of a fully online asynchronous section of Calculus-Based Introductory Mechanics held in Fall 2025. The asynchronous section is compared with a control group comprised of a traditional on-campus live section of the same course which covered the same material, and used identical exams and homework. Key findings from these investigations and opportunities for future research are discussed.
Keywords
physics, education, asynchronous, undergraduate, modern, introductory, mechanics
Disciplines
Cognitive Psychology | Curriculum and Instruction | Educational Methods | Educational Technology | Higher Education | Other Physics
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Massey-Noel, Clifton W., "Investigating the Viability of Fully Online Asynchronous Physics Instruction in Formal Education" (2026). Physics Dissertations. 1.
https://mavmatrix.uta.edu/physics_dissertations2/1
Included in
Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, Higher Education Commons, Other Physics Commons