Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class
Name
PhysRevPhysEducRes.12.020143.pdf
Size
1.34 MB
Format
Adobe PDF
Checksum (MD5)
8198643c32d6a64812669c6d52bec4fb
Author(s)
Miller, Kelly
Yoo, Junehee
Mazur, Eric
Zyto, Sacha
Karger, David R
Date Issued
December 2016
Journal
Physical Review Physics Education Research
Publisher
American Physical Society (APS)
Citation
Miller, Kelly et al. “Analysis of Student Engagement in an Online Annotation System in the Context of a Flipped Introductory Physics Class.” Physical Review Physics Education Research 12, 2 (December 2016): 020143 © 2016 American Physical Society
Version
Final published version
Abstract
We discuss student participation in an online social annotation forum over two semesters of a flipped, introductory physics course at Harvard University. We find that students who engage in high-level discussion online, especially by providing answers to their peers' questions, make more gains in conceptual understanding than students who do not. This is true regardless of students' physics background. We find that we can steer online interaction towards more productive and engaging discussion by seeding the discussion and managing the size of the sections. Seeded sections produce higher quality annotations and a greater proportion of generative threads than unseeded sections. Larger sections produce longer threads; however, beyond a certain section size, the quality of the discussion decreases.
MIT Department
Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory
Terms of Use
Creative Commons Attribution 3.0 Unported license
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020143
