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Index: modules/gerd/discussions/paper/discussions.tex
diff -u modules/gerd/discussions/paper/discussions.tex:1.3 modules/gerd/discussions/paper/discussions.tex:1.4
--- modules/gerd/discussions/paper/discussions.tex:1.3 Fri Apr 1 17:50:07 2005
+++ modules/gerd/discussions/paper/discussions.tex Sat Apr 2 18:08:51 2005
@@ -41,45 +41,50 @@
\section{\label{sec:intro}Introduction}
-This sample document demonstrates proper use of REV\TeX~4 (and
-\LaTeXe) in mansucripts prepared for submission to APS
-journals. Further information can be found in the REV\TeX~4
-documentation included in the distribution or available at
-\url{http://publish.aps.org/revtex4/}.
-
-When commands are referred to in this example file, they are always
-shown with their required arguments, using normal \TeX{} format. In
-this format, \verb+#1+, \verb+#2+, etc. stand for required
-author-supplied arguments to commands. For example, in
-\verb+\section{#1}+ the \verb+#1+ stands for the title text of the
-author's section heading, and in \verb+\title{#1}+ the \verb+#1+
-stands for the title text of the paper.
-
-Line breaks in section headings at all levels can be introduced using
-\textbackslash\textbackslash. A blank input line tells \TeX\ that the
-paragraph has ended. Note that top-level section headings are
-automatically uppercased. If a specific letter or word should appear in
-lowercase instead, you must escape it using \verb+\lowercase{#1}+ as
-in the word ``via'' above.
-\subsection{\label{subsec:system}The Online System}
-LON-CAPA started in 1992 as a system to give personalized homework to students in introductory physics courses. ``Personalized" means that each student sees a different version of the same computer-generated problem: different numbers, choices, graphs, images, simulation parameters, etc, Fig.~\ref{twoproblems}.
+\subsection{\label{subsec:system}The LON-CAPA Online System}
+LON-CAPA started in 1992 as a system to give randomized homework to students in introductory physics courses.
+``Randomized" means that each student sees a different version of the same computer-generated problem: different numbers, choices, graphs, images, simulation parameters, etc, Fig.~\ref{twoproblems}.
\begin{figure*}
\includegraphics[width=6.5in]{atwood}
\caption{Web-rendering of the same LON-CAPA problem for two different students.\label{twoproblems}
}
\end{figure*}
+Randomization was implemented as a means to both control ``cheating" and foster student collaboration on a
+conceptual level --- since problem answers will differ from student to student, they cannot simply exchange the
+correct answers when collaborating with each other.
+
+LON-CAPA allows for immediate feedback on problem correctness to the student, as well as multiple tries to arrive at
+the correct solution (both features could be disabled by the instructor). LON-CAPA is designed to foster
+communication among the learners, and asynchronous threaded discussion boards
+are attached directly to the bottom of every online resource. For the purposes of this project, it is thus possible
+to establish a one-to-one association between an online problems and discussions.
+
+In addition, LON-CAPA keeps statistical data for every problem, which allows to associate problems with their
+degree of difficulty.
\subsection{\label{subsec:courses}Courses}
-Discussions from three courses at Michigan State University were analyzed.
-In a first-semester algebra-based course, a total of 134 online problems with 1367 associated discussion contributions were analyzed,
-as well as 215 problems with 1078 discussion contributions in a first-semester and 148 problems with 949
-discussion contributions in a second-semester calculus-based course.
+Discussions from three courses at Michigan State University were analyzed, namely, the first semester of
+an algebra-based course with students from a wide variety of majors,
+as well as the first and the second semester of a calculus-based course with a majority
+of pre-medical students. In both courses, the complete teaching material was provided online, with homework problems
+embedded. No textbook was required in either course.
+The algebra-based course had one section that was completely taught online, but the majority of the students
+in the algebra-based course, and all students in the calculus-based course, had regular lectures throughout the week.
+In the case of the calculus-based course, a parallel lab was offered. All three courses were graded on an absolute
+scale without ``curving," and student collaboration was explicitly encouraged. Homework contributed to less
+than 20 percent to the final grade.
+
+In the first-semester algebra-based course, a total of 134 online problems with 1367 associated discussion
+contributions were analyzed,
+as well as 215 problems with 1078 discussion contributions and 148 problems with 949
+discussion contributions in the first and second semester of the calculus-based course, respectively.
\section{\label{sec:method}Methodology}
\subsection{\label{subsec:problemcat}Problem Classification}
-Redish~\cite{redish} identifies eight classes and features of exam and homework questions, an adapted version of which will form the general classification scheme (Table~\ref{classification}) for the problems:
+Redish~\cite{redish} identifies eight classes and features of exam and homework questions,
+an adapted version of which form the general classification scheme for this project:
\begin{description}
\item[Multiple-choice and short-answer questions] The most basic and most easily computer-evaluated type of question, representing the conventional (typical back-of-chapter textbook) problem.
@@ -108,19 +113,18 @@
\item[Estimation problems], also known as ``Fermi Problems," require the student to form a model for a scenario, and make reasonable assumptions. A typical example is ``How many barbers are there in Chicago?" or ``How long will I have to wait to find a parking spot?" Students do need to explain their reasoning.
While students find it initially hard to believe that these questions have anything to do with physics, hardly any expert physicist would deny their significance in learning how to solve problems~\cite{mazur96}.
-
-A component of this project (see Sect.~\ref{platform}) will be to find and develop mechanisms to implement these question-types within an online system in an authentic yet scalable fashion.
\item[Qualitative questions] This type of questions asks students to make judgments about physical scenarios, and in that respect are somewhat similar to ranking questions. While the questions themselves are of the type ``Is this high enough?" or ``Can we safely ignore \ldots?," they often do require at least ``back-of-the-envelope" calculations to to give informed answers. As in the case of estimation problems, students do have to explain their reasoning, but the question itself is usually more structured, and at least the initial answer is more easily evaluated by a computer.
\item[Essay questions] These are ``explain why" questions. A certain scenario is presented, and students are asked to explain why it turns out the way it does. Students are not asked to recall a certain law --- it is given to them. Instead, they are asked to discuss its validity.
\end{description}
-
-
-
-
-
+The three courses did not include estimation, qualitative, and essay problems, even though they could have been
+mediated through the online system. Table~\ref{classification} shows the classification distribution of the online
+problems available for this project.
\begin{table*}
-\caption{Classification scheme for question types, adapted from Redish~\cite{redish}, see Sect.~\ref{class}. The symbols denote different components of the project, i.e., ``A" - additional analysis tool development (Sect.~\ref{analysisnew}); ``G" - additional scalable grading tool development (Sect.~\ref{platform}); ``M" - additional materials development (Sect.~\ref{matdev}); ``S" - this question type will be included in the study of its impact (sections~\ref{hypo} and \ref{analysis}).\label{classification}}
+\caption{Classification of the online questions according the classification scheme described in
+subsection~\ref{subsec:problemcat} (adapted from Redish~\cite{redish}). The columns denote the
+different question types, while the rows denote the features of required representation translation and
+context-based reasoning.\label{classification}}
\begin{ruledtabular}
\begin{tabular}{lccccccc|l}
\hline
@@ -134,9 +138,40 @@
\end{tabular}
\end{ruledtabular}
\end{table*}
-
+Of the 497 online questions available for this study, none required context-based reasoning, and none expected
+a free-form short textual answer. Approximately 14 percent of the questions required representation translation.
+The vast majority of questions were conventional numerical problems, which expect
+a numerical answer with associated physical unit.
\subsection{\label{subsec:disccat}Discussion Classification}
+Student discussion entries were classified into three types and four features. The four types are
+\begin{description}
+\item[Emotional] - discussion contributions were classified as ``emotional" if they mostly communicated opinions,
+complaints, gratitude, feelings, etc. Two subtypes were ``positive" and ``negative."
+\item[Surface] - discussion contributions were classified as ``surface" if they dealt with surface features of the
+problem or where surface level requests for help. Two subtypes were ``question" and ``answer."
+\item[Procedural] - contributions that describe or inquire about a mechanisms to solve the problem without
+mention of the underlying concepts or reasoning. Two subtypes were ``question" and ``answer."
+\item[Conceptual] - contributions that deal with the underlying concepts of the problem. Two subtypes were
+``question" and ``answer."
+\end{description}
+In addition, discussion contributions were classified by the following features:
+\begin{description}
+\item[Unrelated] - the contribution is not related to the problem.
+\item[Solution-oriented] - the goal of the contribution is to arrive at the correct answer without mentioning or
+dealing with the mathematics or physics of the problem.
+\item[Mathematical] - the contribution deals mostly with the mathematical aspects of the problem.
+\item[Physics] - the contribution deals mostly with the physics aspects of the problem.
+\end{description}
+The following are examples of how contributions were characterized:
+
+Discussion contributions were always classified as a whole, and since they were mostly fairly short, they mostly fell clearly into one of the classes. If a longer contribution had aspects of more than one class, it was characterized by
+the class that its majority fell into. Discussion contributions by teaching assistants and instructors were not
+considered. Table~\ref{discclass} shows the distribution of the available discussion contributions.
\begin{table}
+\caption{Classification of the online discussion contributions according the classification scheme described in
+subsection~\ref{subsec:disccat}. The columns denote the different discussion types and subtypes, while the
+rows denote the
+features.\label{disclass}}
\begin{ruledtabular}
\begin{tabular}{lcccccccc|l}
&\multicolumn{2}{c}{Emotional}
@@ -153,7 +188,11 @@
\end{tabular}
\end{ruledtabular}
\end{table}
-
+The majority of the discussion contributions were of type surface-level or procedural, followed by emotional
+contributions.
+The vast majority of discussion contributions had the feature of being solution-oriented,
+yet a considerable number dealt with the physics
+of the problems.
\section{Results}
\subsection{Influence of Question Types}
@@ -176,177 +215,6 @@
\end{table*}
-\section{Figures and Tables}
-Figures and tables are typically ``floats'' which means that their
-final position is determined by \LaTeX\ while the document is being
-typeset. \LaTeX\ isn't always successful in placing floats
-optimally.
-
-Figures may be inserted by using either the \texttt{graphics} or
-\texttt{graphix} packages. These packages both define the
-\verb+\includegraphics{#1}+ command, but they differ in how optional
-arguments for specifying the orientation, scaling, and translation of the
-figure. Fig.~\ref{fig:epsart} shows a figure that is small enough to
-fit in a single column. It is embedded using the \texttt{figure}
-environment which provides both the caption and the imports the figure
-file.
-\begin{figure}
-\includegraphics[width=92mm]{diff}% Here is how to import EPS art
-\caption{\label{fig:diff} A figure caption. The figure captions are
-automatically numbered.}
-\end{figure}
-\begin{figure}
-\includegraphics[width=92mm]{diffnochat}% Here is how to import EPS art
-\caption{\label{fig:diffnochat} A figure caption. The figure captions are
-automatically numbered.}
-\end{figure}
-
-The heart of any table is the \texttt{tabular} environment which gives
-the rows of the tables. Each row consists of column entries separated
-by \verb+&+'s and terminates with \textbackslash\textbackslash. The
-required argument for the \texttt{tabular} environment
-specifies how data are displayed in the columns. For instance, entries
-may be centered, left-justified, right-justified, aligned on a decimal
-point. Extra column-spacing may be be specified as well, although
-REV\TeX~4 sets this spacing so that the columns fill the width of the
-table. Horizontal rules are typeset using the \verb+\hline+
-command. The doubled (or Scotch) rules that appear at the top and
-bottom of a table can be achieved enclosing the \texttt{tabular}
-environment within a \texttt{ruledtabular} environment. Rows whose
-columns span multiple columns can be typeset using the
-\verb+\multicolumn{#1}{#2}{#3}+ command (for example, see the first
-row of Table~\ref{tab:table3}).
-
-Tables~\ref{tab:table1}-\ref{tab:table4} show various effects. Tables
-that fit in a narrow column are contained in a \texttt{table}
-environment. Table~\ref{tab:table3} is a wide table set with the
-\texttt{table*} environment. Long tables may need to break across
-pages. The most straightforward way to accomplish this is to specify
-the \verb+[H]+ float placement on the \texttt{table} or
-\texttt{table*} environment. However, the standard \LaTeXe\ package
-\texttt{longtable} will give more control over how tables break and
-will allow headers and footers to be specified for each page of the
-table. A simple example of the use of \texttt{longtable} can be found
-in the file \texttt{summary.tex} that is included with the REV\TeX~4
-distribution.
-
-There are two methods for setting footnotes within a table (these
-footnotes will be displayed directly below the table rather than at
-the bottom of the page or in the bibliography). The easiest
-and preferred method is just to use the \verb+\footnote{#1}+
-command. This will automatically enumerate the footnotes with
-lowercase roman letters. However, it is sometimes necessary to have
-multiple entries in the table share the same footnote. In this case,
-there is no choice but to manually create the footnotes using
-\verb+\footnotemark[#1]+ and \verb+\footnotetext[#1]{#2}+.
-\texttt{\#1} is a numeric value. Each time the same value for
-\texttt{\#1} is used, the same mark is produced in the table. The
-\verb+\footnotetext[#1]{#2}+ commands are placed after the \texttt{tabular}
-environment. Examine the \LaTeX\ source and output for
-Tables~\ref{tab:table1} and \ref{tab:table2} for examples.
-
-\begin{table}
-\caption{\label{tab:table1}This is a narrow table which fits into a
-narrow column when using \texttt{twocolumn} formatting. Note that
-REV\TeX~4 adjusts the intercolumn spacing so that the table fills the
-entire width of the column. Table captions are numbered
-automatically. This table illustrates left-aligned, centered, and
-right-aligned columns. }
-\begin{ruledtabular}
-\begin{tabular}{lcr}
-Left\footnote{Note a.}&Centered\footnote{Note b.}&Right\\
-\hline
-1 & 2 & 3\\
-10 & 20 & 30\\
-100 & 200 & 300\\
-\end{tabular}
-\end{ruledtabular}
-\end{table}
-
-\begin{table}
-\caption{\label{tab:table2}A table with more columns still fits
-properly in a column. Note that several entries share the same
-footnote. Inspect the \LaTeX\ input for this table to see
-exactly how it is done.}
-\begin{ruledtabular}
-\begin{tabular}{cccccccc}
- &$r_c$ (\AA)&$r_0$ (\AA)&$\kappa r_0$&
- &$r_c$ (\AA) &$r_0$ (\AA)&$\kappa r_0$\\
-\hline
-Cu& 0.800 & 14.10 & 2.550 &Sn\footnotemark[1]
-& 0.680 & 1.870 & 3.700 \\
-Ag& 0.990 & 15.90 & 2.710 &Pb\footnotemark[2]
-& 0.450 & 1.930 & 3.760 \\
-Au& 1.150 & 15.90 & 2.710 &Ca\footnotemark[3]
-& 0.750 & 2.170 & 3.560 \\
-Mg& 0.490 & 17.60 & 3.200 &Sr\footnotemark[4]
-& 0.900 & 2.370 & 3.720 \\
-Zn& 0.300 & 15.20 & 2.970 &Li\footnotemark[2]
-& 0.380 & 1.730 & 2.830 \\
-Cd& 0.530 & 17.10 & 3.160 &Na\footnotemark[5]
-& 0.760 & 2.110 & 3.120 \\
-Hg& 0.550 & 17.80 & 3.220 &K\footnotemark[5]
-& 1.120 & 2.620 & 3.480 \\
-Al& 0.230 & 15.80 & 3.240 &Rb\footnotemark[3]
-& 1.330 & 2.800 & 3.590 \\
-Ga& 0.310 & 16.70 & 3.330 &Cs\footnotemark[4]
-& 1.420 & 3.030 & 3.740 \\
-In& 0.460 & 18.40 & 3.500 &Ba\footnotemark[5]
-& 0.960 & 2.460 & 3.780 \\
-Tl& 0.480 & 18.90 & 3.550 & & & & \\
-\end{tabular}
-\end{ruledtabular}
-\footnotetext[1]{Here's the first, from Ref.~\onlinecite{feyn54}.}
-\footnotetext[2]{Here's the second.}
-\footnotetext[3]{Here's the third.}
-\footnotetext[4]{Here's the fourth.}
-\footnotetext[5]{And etc.}
-\end{table}
-
-\begin{table*}
-\caption{\label{tab:table3}This is a wide table that spans the page
-width in \texttt{twocolumn} mode. It is formatted using the
-\texttt{table*} environment. It also demonstates the use of
-\textbackslash\texttt{multicolumn} in rows with entries that span
-more than one column.}
-\begin{ruledtabular}
-\begin{tabular}{ccccc}
- &\multicolumn{2}{c}{$D_{4h}^1$}&\multicolumn{2}{c}{$D_{4h}^5$}\\
- Ion&1st alternative&2nd alternative&lst alternative
-&2nd alternative\\ \hline
- K&$(2e)+(2f)$&$(4i)$ &$(2c)+(2d)$&$(4f)$ \\
- Mn&$(2g)$\footnote{The $z$ parameter of these positions is $z\sim\frac{1}{4}$.}
- &$(a)+(b)+(c)+(d)$&$(4e)$&$(2a)+(2b)$\\
- Cl&$(a)+(b)+(c)+(d)$&$(2g)$\footnotemark[1]
- &$(4e)^{\text{a}}$\\
- He&$(8r)^{\text{a}}$&$(4j)^{\text{a}}$&$(4g)^{\text{a}}$\\
- Ag& &$(4k)^{\text{a}}$& &$(4h)^{\text{a}}$\\
-\end{tabular}
-\end{ruledtabular}
-\end{table*}
-
-\begin{table}
-\caption{\label{tab:table4}Numbers in columns Three--Five have been
-aligned by using the ``d'' column specifier (requires the
-\texttt{dcolumn} package). Non-numeric entries (those entries without
-a ``.'') in a ``d'' column are aligned on the decimal point. Use the
-``D'' specifier for more complex layouts. }
-\begin{ruledtabular}
-\begin{tabular}{ccddd}
-One&Two&\mbox{Three}&\mbox{Four}&\mbox{Five}\\
-\hline
-one&two&\mbox{three}&\mbox{four}&\mbox{five}\\
-He&2& 2.77234 & 45672. & 0.69 \\
-C\footnote{Some tables require footnotes.}
- &C\footnote{Some tables need more than one footnote.}
- & 12537.64 & 37.66345 & 86.37 \\
-\end{tabular}
-\end{ruledtabular}
-\end{table}
-
-\textit{Physical Review} style requires that the initial citation of
-figures or tables be in numerical order in text, so don't cite
-Fig.~\ref{fig:wide} until Fig.~\ref{fig:epsart} has been cited.
\begin{acknowledgments}
We wish to acknowledge the support of the author community in using
@@ -354,64 +222,6 @@
\dots.
\end{acknowledgments}
-\appendix
-
-\section{Appendixes}
-
-To start the appendixes, use the \verb+\appendix+ command.
-This signals that all following section commands refer to appendixes
-instead of regular sections. Therefore, the \verb+\appendix+ command
-should be used only once---to setup the section commands to act as
-appendixes. Thereafter normal section commands are used. The heading
-for a section can be left empty. For example,
-\begin{verbatim}
-\appendix
-\section{}
-\end{verbatim}
-will produce an appendix heading that says ``APPENDIX A'' and
-\begin{verbatim}
-\appendix
-\section{Background}
-\end{verbatim}
-will produce an appendix heading that says ``APPENDIX A: BACKGROUND''
-(note that the colon is set automatically).
-
-If there is only one appendix, then the letter ``A'' should not
-appear. This is suppressed by using the star version of the appendix
-command (\verb+\appendix*+ in the place of \verb+\appendix+).
-
-\section{A little more on appendixes}
-
-Observe that this appendix was started by using
-\begin{verbatim}
-\section{A little more on appendixes}
-\end{verbatim}
-
-Note the equation number in an appendix:
-\begin{equation}
-E=mc^2.
-\end{equation}
-
-\subsection{\label{app:subsec}A subsection in an appendix}
-
-You can use a subsection or subsubsection in an appendix. Note the
-numbering: we are now in Appendix \ref{app:subsec}.
-
-Note the equation numbers in this appendix, produced with the
-subequations environment:
-\begin{subequations}
-\begin{eqnarray}
-E&=&mc, \label{appa}
-\\
-E&=&mc^2, \label{appb}
-\\
-E&\agt& mc^3. \label{appc}
-\end{eqnarray}
-\end{subequations}
-They turn out to be Eqs.~(\ref{appa}), (\ref{appb}), and (\ref{appc}).
-\newpage %Just because of unusual number of tables stacked at end
-\bibliography{apssamp}% Produces the bibliography via BibTeX.
+\bibliography{discussions}% Produces the bibliography via BibTeX.
\end{document}
-%
-% ****** End of file apssamp.tex ******
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