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 |
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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 |
| _version_ | 1826215141448876032 |
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| author | Miller, Kelly Yoo, Junehee Mazur, Eric Zyto, Sacha Karger, David R |
| author2 | Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory |
| author_facet | Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory Miller, Kelly Yoo, Junehee Mazur, Eric Zyto, Sacha Karger, David R |
| author_sort | Miller, Kelly |
| collection | MIT |
| description | 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. |
| first_indexed | 2024-09-23T16:17:13Z |
| format | Article |
| id | mit-1721.1/115399 |
| institution | Massachusetts Institute of Technology |
| last_indexed | 2024-09-23T16:17:13Z |
| publishDate | 2018 |
| publisher | American Physical Society (APS) |
| record_format | dspace |
| spelling | mit-1721.1/1153992022-10-02T07:35:23Z Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class Miller, Kelly Yoo, Junehee Mazur, Eric Zyto, Sacha Karger, David R Massachusetts Institute of Technology. Computer Science and Artificial Intelligence Laboratory Zyto, Sacha Karger, David R 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. 2018-05-16T16:32:02Z 2018-05-16T16:32:02Z 2016-12 2015-10 2018-05-04T16:29:57Z Article http://purl.org/eprint/type/JournalArticle 2469-9896 1554-9178 http://hdl.handle.net/1721.1/115399 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 https://orcid.org/0000-0002-0024-5847 http://dx.doi.org/10.1103/PHYSREVPHYSEDUCRES.12.020143 Physical Review Physics Education Research Creative Commons Attribution 3.0 Unported license http://creativecommons.org/licenses/by/3.0/ application/pdf American Physical Society (APS) APS |
| spellingShingle | Miller, Kelly Yoo, Junehee Mazur, Eric Zyto, Sacha Karger, David R Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title | Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title_full | Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title_fullStr | Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title_full_unstemmed | Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title_short | Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| title_sort | analysis of student engagement in an online annotation system in the context of a flipped introductory physics class |
| url | http://hdl.handle.net/1721.1/115399 https://orcid.org/0000-0002-0024-5847 |
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