1. Increasing peer-to-peer interaction in first year physics to improve learning and the first year experience Gunther Andersson Jamie Quinton, Lisa Schmidt, Ann Luzeckyj School of Chemical and Physical Sciences, Flinders University Adelaide, South Australia

2. Aim Address lack of attendance of lectures and engagement with practising – Lectures inform about content – Content can be covered but students have to do self-study – Tutorials allow practising of problem solving  Engage students in active learning 2 Flinders University

3. Topic Structure Pre-reading of assigned chapters in textbook Online quiz Workshop I – students had been assigned to groups Lecture I (initially tutorial) Workshop II – submission of one solution per group Online Assessment - individually 3 Flinders University No marks Marks for participating No marks One mark per group Individual marks

4. Topic Structure 4 Flinders University FriSatSunMonTuesWedThursFriSatSun Instruct ions (Pre) Reading content Online Quiz Lect. I Work- shop I Lect. II Work- shop II Online Assessment

5. Example Instruction 5 Flinders University

6. How Did it Go? Lectures 50 – 80 % participation, engaged students Workshop I: 50% participation Online quiz: 60% participation Workshop II: 80% participation Online assessment: 80% participation 6 Flinders University

7. How Did it Go? Majority of groups functioned very well Some groups too diverse No need for tutorial Half of class ‘on time reading’ Half class: we want 3 lectures Complaints: ‘self education’ 7 Flinders University Exam non-participation not counted