Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class

Zyto, Sacha; Karger, David R.; Yoo, Junehee; Mazur, Eric

doi:10.1103/physrevphyseducres.12.020143

Cited by 43 publications

(50 citation statements)

References 24 publications

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“…We chose an expansive definition of interaction, and find that centrality in the resulting network is an equally strong predictor of grades as a sparser survey approach. Our measured correlations between network centrality and grades are also comparable to those found between annotation quality and exam grade in a physics content analysis study [4]. Different online learning studies have used a variety of centrality measures, and it is not at all clear that a "best" set will emerge.…”

Section: B Implications For Network Researchsupporting

confidence: 69%

“…The work by Aviv and collaborators is one of a small but growing number of studies that combine network measures with content analysis of posts [11,15,18]. Work in physics has shown links between the cognitive level of student comments on homework problems [3] or textbook annotation [4] with their grades [3,4] or conceptual gains [4]. Content analysis of the CN data, currently in progress, will let us look for interplay between the quantitative network structures and qualitative content of discussions.…”

Section: Implications For Online Learning Researchmentioning

confidence: 99%

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Networks identify productive forum discussions

Traxler

Gavrin

Lindell³

2018

Phys. Rev. Phys. Educ. Res.

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Discussion forums provide a channel for students to engage with peers and course material outside of class, accessible even to commuter and non-traditional populations. As such, forums can build classroom community as well as aid learning, but students do not always take up these tools. We use network analysis to compare three semesters of forum logs from an introductory calculus-based physics course. The networks show dense structures of collaboration that differ significantly between semesters, even though aggregate participation statistics remain steady. After characterizing network structure for each semester, we correlate centrality with final course grade. Finally, we use a backbone extraction procedure to clean up "noise" in the network and clarify centrality/grade correlations. We find that network centrality is positively linked with course success in the two semesters with denser forum networks, and is a more reliable indicator than non-network measures such as post count. Backbone extraction destroys these correlations, suggesting that the "noise" is in fact signal and further analysis of the discussion transcripts is required.

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Section: B Implications For Network Researchsupporting

confidence: 69%

Section: Implications For Online Learning Researchmentioning

confidence: 99%

Networks identify productive forum discussions

Traxler

Gavrin

Lindell³

2018

Phys. Rev. Phys. Educ. Res.

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“…It guarantees the achievement of teaching goal, and helps the teachers practice the mission how to teach. The flipped class can stimulate the learning interest of students and effectively improve the teaching efficiency [4][5][6]. The flipped class teaching mode has been investigated in different aspects focusing on methodology [7][8], target audience [9][10] and a variety of subjects [11].…”

Section: Introductionmentioning

confidence: 99%

Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

PAN¹

2019

EDU

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Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students' proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for "Unit operation of mixing" lecture replaces the "cramming education" teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in "Principles of Chemical Engineering".

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“…As a result, much of the discussion leading to a better understanding of concepts and linking subject matter to photonics is done in the context of active learning. Such techniques used in the class room include group work, peer instruction [6][7][8] (including using personal response systems or clickers [7]), problem based learning (PBL), reflective writing exercises [9], computer/ICT based activities [10][11][12][13][14], and learning via informal settings (such as class outings) [15].…”

Section: Introductionmentioning

confidence: 99%

Engaging college physics students with photonics research

Adams

Chen

2017

14th Conference on Education and Training in Optics and Photonics: ETOP 2017

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As educators and researchers in the field of photonics, we find what we do to be very exciting, and sharing this passion and excitement to our university students is natural to us. Via outreach programs and college research funding, a new college and university collaboration has broadened our student audience: photonics is brought into the college classroom and research opportunities are provided to college students. Photonics-themed active learning activities are conducted in the college Waves and Modern Physics class, helping students forge relationships between course content and modern communications technologies. Presentations on photonics research are prepared and presented by the professor and past college student-researchers. The students are then given a full tour of the photonics university laboratories. Furthermore, funds are set aside to give college students a unique opportunity to assist the college professor with experiments during a paid summer research internship.

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Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class

Cited by 43 publications

References 24 publications

Networks identify productive forum discussions

Networks identify productive forum discussions

Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

Engaging college physics students with photonics research

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