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 |
| Language: | English |
| Published: |
American Physical Society (APS),
2018-05-16T16:32:02Z.
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| Subjects: | |
| Online Access: | Get fulltext |