Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class
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...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Article |
| Published: |
American Physical Society (APS)
2018
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| Online Access: | http://hdl.handle.net/1721.1/115399 https://orcid.org/0000-0002-0024-5847 |