No Access Submitted: 26 April 2005 Accepted: 17 February 2006 Published Online: 11 May 2006
American Journal of Physics 74, 526 (2006); https://doi.org/10.1119/1.2186684
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Asynchronous online student discussions of online homework problems in introductory physics courses are analyzed with respect to course type, student course performance, student gender, problem difficulty, and problem type. It is found that these variables can significantly change the character of online student collaborations.
This project was supported by the National Science Foundation under NSF-ITR 0085921 and NSF-CCLI-ASA 0243126. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author and do not necessarily reflect the views of the National Science Foundation. The author would like to thank everybody in the LON-CAPA group at MSU for their hard work on the software platform, Anna Kortemeyer for her assistance in preparing the manuscript, Joyce Parker, Walter Benenson, and David Fortus at MSU for useful discussions, as well as his students for their patience and willingness to participate in this study.
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