| Autor: |
Kelly Miller, Sacha Zyto, David Karger, Junehee Yoo, Eric Mazur |
| Jazyk: |
angličtina |
| Rok vydání: |
2016 |
| Předmět: |
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| Zdroj: |
Physical Review Physics Education Research, Vol 12, Iss 2, p 020143 (2016) |
| Druh dokumentu: |
article |
| ISSN: |
2469-9896 |
| DOI: |
10.1103/PhysRevPhysEducRes.12.020143 |
| Popis: |
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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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