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Abstract Title: Probing Student Online Discussion Behavior with a Course Blog in Introductory Physics
Abstract: Since the fall of 2005 a course blog has been used in introductory physics courses at Creighton University to discuss real-world applications of physics and engage students in discussion and thinking outside of class. Specifically, the blog was created to address elements of the "hidden curriculum" that are difficult to cover in class. Previous work showed that students who posted to and read the blog did not suffer a deterioration in attitude/expectations as seen elsewhere using the MPEX or CLASS instrument. Here we analyze the content of student posts to the blog along several dimensions: student interactivity, self-disclosure of previous knowledge, integration of outside information, and links made between posts and specific physical concepts. Students' online discussion behavior is analyzed and compared to the results on standard assessment instruments like the FCI, CSEM, and DIRECT tests to determine if discussion behavior is linked to student learning. We also present gender differences in student's online discussion behaviors.
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Gintaras K. Duda
Creighton University
2500 California Plaza
Omaha, NE 68178
Phone: 402-280-5730
Fax: 402-280-2140
and Co-Presenter(s)
Katherine Garrett, Creighton University
2500 California Plaza
Omaha, NE 68178
KatherineGarrett -at- creighton.edu