We present results and lessons learned from a Learning Assistant (LA) program combined with flipped classroom delivery and team learning in our calculus-based, introductory physics (mechanics) courses at California State University, Sacramento. A primarily undergraduate institution, our university serves a largely underprivileged student population, with one half of students coming from low-income households and one third being first-generation college students. We describe our setup in detail and analyze data from 13 classes, four instructors, and 43 learning assistants. We find that (1) learning gains for LA supported classes are on average twice as large as our traditionally taught classes; (2) learning gains are dependent on pre-test scores; and (3) they are also dependent on participation rates. We also analyze student and LA responses to end of semester surveys. Two-thirds of the students self-report that their study skills have improved from taking the LA-supported class, and their comments on course structure are overall positive. Over 90% of the LAs have very positive views of the program, and it is especially rewarding to see that 73% of the LAs who had not previously considered teaching as a career became more interested after participating in the program.

中文翻译：

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在大教室中学习助手支持的主动学习

我们在萨克拉门托加利福尼亚州立大学的基于微积分的介绍性物理（力学）课程中展示了从学习助理 (LA) 计划中获得的结果和经验教训，并结合翻转课堂授课和团队学习。作为一所主要的本科院校，我们的大学为大部分贫困学生提供服务，其中一半的学生来自低收入家庭，三分之一是第一代大学生。我们详细描述了我们的设置并分析了来自 13 个班级、4 名教师和 43 名学习助理的数据。我们发现 (1) 洛杉矶支持课程的学习收益平均是我们传统授课课程的两倍；(2) 学习成绩取决于预试成绩；(3) 它们也取决于参与率。我们还分析了学生和洛杉矶对学期末调查的反应。三分之二的学生自我报告说，他们的学习技能从参加洛杉矶支持的课程中得到了提高，他们对课程结构的评价总体上是积极的。超过 90% 的 LA 对该计划持非常积极的看法，尤其令人欣慰的是，73% 以前从未将教学视为职业的 LA 在参与该计划后变得更感兴趣。