Improving Effectiveness of Teaching Large Introductory Physics Courses with Modern Information Technology

We facilitated active involvement in learning of all students addressing also their individual backgrounds by carrying out diagnostic tests, offering a variety of web based resources and class activities. Elements of the flipped class and multimedia means were introduced by providing video recording of lectures and getting feedback through question-answer sessions and by administering mini quizzes. The significant cultural, educational and ethnical diversity of the class required also to address individual qualities and preferences of the students by providing a wide range of educational materials. In the future, it is important to develop quantitative statistical characteristics which can serve as metrics for the efficiency of different course components. The roles of different course components were analyzed, in particular the final grade and the completion success of homework assignments and answers on clicker questions were correlated. The emphasis was placed on comprehension of the basic mathematics concepts needed for the course that was assessed at the beginning, and the problem solving skills were tested at the intermediate exams.