ALN technology on campus: successes and problems

Kashy, E.; Albertelli, G.; Thoennessen, M.; Tsai, Yihjia; Kashy, Deborah A.

doi:10.1109/fie.2000.896618

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…Also encouraging is the fact that weaker students seem to have benefited the most. This last finding is in accord with similar findings in the US [4,5]. In the US, it was also found [5] that the improvements among female students was larger than among male students.…”

Section: A the Studentssupporting

confidence: 90%

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Lessons Drawn from Implementation of Online Tutoring System in Physics Courses

Goldman¹

2006

2006 International Conference on Information Technology: Research and Education

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Abstract-The online tutoring system CAPA was implemented at Afeka College in the academic year 2000-2001 in calculus based physics courses. It was used also in the academic year 2001-2002 and was very successful in improving understanding and achievements of the students. The paper describes the system features and the case study of its implementation. Lessons drawn from use of the CAPA system are discussed. The system no doubt contributed significantly to increased understanding and higher achievements in the final exams. This was at a price that students felt that they had to devote more time to study than traditionally required. The instructor has to invest more time than traditionally done in composing new problems and managing the system. However, the increased interaction with the students makes the teaching process much more interesting and rewarding.

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Section: A the Studentssupporting

confidence: 90%

“…This last finding is in accord with similar findings in the US [4,5]. In the US, it was also found [5] that the improvements among female students was larger than among male students. In our case the small number of female students didn't allow a meaningful test of this point.…”

Section: A the Studentssupporting

confidence: 90%

Lessons Drawn from Implementation of Online Tutoring System in Physics Courses

Goldman¹

2006

2006 International Conference on Information Technology: Research and Education

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“…The online problems in the course were randomized using the LON-CAPA system, i.e., different students would receive different versions of the same problem ͑different graphs, numbers, images, options, formulas, etc.͒. 24,25 The students had weekly recitation sessions, and a traditional lab was offered in parallel. The course grade was determined from the students' performance on biweekly quizzes, the final exam, the recitation grades, and the homework performance.…”

Section: Settingmentioning

confidence: 99%

Correlations between student discussion behavior, attitudes, and learning

Kortemeyer

2007

Phys. Rev. ST Phys. Educ. Res.

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An important result of physics education research is that students' learning and success in a course is correlated with their beliefs, attitudes, and expectations regarding physics. However, it is hard to assess these beliefs for individual students, and traditional survey instruments such as the Maryland Physics Expectations Survey ͑MPEX͒ are intended to evaluate the impact of one or more semesters of instruction on an overall class and improve teaching. In this study, we investigate the possibility of using the analysis of online student discussion behavior as an indicator of an individual student's approach to physics. These discussions are not tainted by the effects of self-reporting, and are gathered in authentic nonresearch settings, where students attempt to solve problems in the way that they believe is most efficient and appropriate. We calculate the correlation of both MPEX and student discussions with different measures of student learning, and find that on an individual base, student discussions are a stronger predictor of success than MPEX outcomes.

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