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Abstract
With the main goal of understanding how and why university physics majors use educational internet resources, we conducted a cross-sectional survey of undergraduate and graduate physics students attending 20 universities across Canada. The survey probes how intensively students at different academic levels rely on various forms of internet resources, such as online texts, videos, and online courses to supplement their physics education. The results imply that the internet can effectively facilitate autonomous, self-driven learning, but submersion into completely online courses is not popular. This report presents the survey results, interpretations, and ideas for how university instructors can take advantage of the growing volume and quality of online physics resources.
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