  Research-validated multiple-choice questions comprise an easy-to-implement
instructional tool that serves to scaffold student learning and formatively
assess students' knowledge. We present findings from the implementation, in
consecutive years, of a research-validated multiple-choice question sequence
[referred to in this study as a Clicker Question Sequence (CQS)] on quantum
measurement as it applies to two-state quantum systems. This study was
conducted in an advanced undergraduate quantum mechanics course, in both online
and in-person learning environments across three years. Student learning was
assessed after traditional lecture-based instruction in relevant concepts, and
their performance was compared with that on a similar assessment given after
engaging with the CQS. We analyze, compare, and discuss the trends observed in
the three implementations.
