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 in co...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2016-12-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.12.020143 |