[LON-CAPA-cvs] cvs: modules /gerd/roleclicker description.tex

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Index: modules/gerd/roleclicker/description.tex
diff -u modules/gerd/roleclicker/description.tex:1.36 modules/gerd/roleclicker/description.tex:1.37
--- modules/gerd/roleclicker/description.tex:1.36	Mon May 16 21:55:28 2005
+++ modules/gerd/roleclicker/description.tex	Mon May 16 22:08:29 2005
@@ -297,27 +297,7 @@
 While cause and effect may be arguable, in this project, 
 particular attention needs to be paid to question properties that elicit either the desirable or undesirable discussion patterns.
 \item[Influence of Question Types] -
-Each question was classified according to the types and features described in subsection~\ref{subsec:problemcat}, and each associated discussion entry according to~\ref{subsec:disccat}. As a measure of the prominence of a class in a given discussion, 
-the number of contributions belonging to it is divided by the total number of contributions (Table~\ref{table:qtype}).
-\begin{table}
-\caption{Influence of question types and features on discussions.
-The values indicate the percentage prominence of the discussion superclasses, types, and features (columns) for discussions associated with questions of a certain 
-type or with certain features (rows). The values in brackets result from an analysis with ``chat'' excluded.\label{table:qtype}} 
-\scriptsize
-\begin{tabular}{p{2.3cm}cccccc}
-&Emot. Clim.&Procedural&Solution&Math&Physics&Conceptual\\
-Multi.-Choice\newline Single-Resp.&-5$\pm$3&28$\pm$7 (29$\pm$8)&66$\pm$7 (74$\pm$7)&9$\pm$6 (9$\pm$6)&16$\pm$5 (17$\pm$5)&6$\pm$3 (7$\pm$3)\\
-Multi.-Choice\newline Multi.-Resp.&1$\pm$1&15$\pm$3 (16$\pm$3)&66$\pm$4 (72$\pm$4)&1$\pm$1 (2$\pm$2)&22$\pm$3 (26$\pm$3)&14$\pm$2 (18$\pm$3)\\
-Numerical&4$\pm$1&48$\pm$1 (57$\pm$1)&52$\pm$1 (63$\pm$2)&8$\pm$1 (9$\pm$1)&23$\pm$1 (27$\pm$1)&7$\pm$1 (8$\pm$1)\\
-Formula&6$\pm$8&29$\pm$11 (31$\pm$10)&57$\pm$16 (64$\pm$18)&31$\pm$16 (36$\pm$18)&&\\
-Ranking&2$\pm$3&24$\pm$11 (26$\pm$12)&41$\pm$18 (46$\pm$20)&&52$\pm$20 (54$\pm$20)&38$\pm$18 (39$\pm$17)\\
-Click-on-Image&0$\pm$9&14$\pm$6 (18$\pm$8)&53$\pm$8 (69$\pm$11)&3$\pm$3 (5$\pm$5)&25$\pm$11 (26$\pm$11)&22$\pm$8 (25$\pm$9)\\\hline
- 
-``Conventional''&4$\pm$1&42$\pm$1 (50$\pm$2)&55$\pm$1 (65$\pm$2)&7$\pm$1 (8$\pm$1)&23$\pm$1 (27$\pm$1)&9$\pm$1 (10$\pm$1)\\
-Rep-Trans&-2$\pm$2&37$\pm$4 (45$\pm$4)&52$\pm$3 (63$\pm$4)&7$\pm$2 (9$\pm$2)&23$\pm$3 (28$\pm$3)&8$\pm$2 (10$\pm$2)\\
-\end{tabular}
-\end{table}
-Different question types result in different association discussion patterns. Discussions on a procedural level are more prominent for numerical problems than for any other problem type. Solution-oriented discussions are more prominent for multiple-choice style questions in an effort to short-circuit the conceptual reasoning: it was found that students in this simple question type use the discussion space to reverse-engineer the randomization process by copying-and-pasting the their correct solutions (see the surface-level solution-oriented example in Table~\ref{table:examples}).
+Different question types were found to result in different associated discussion patterns. Discussions on a procedural level are more prominent for numerical problems than for any other problem type. Solution-oriented discussions are more prominent for multiple-choice style questions, frequently in an effort to short-circuit the conceptual reasoning: it was found that students in this simple question type use the discussion space to reverse-engineer the randomization process by copying-and-pasting the their correct solutions (see the surface-level solution-oriented example in Table~\ref{table:examples}).
 
 The prominance of conceptual discussions is significantly lower in single-response multiple-choice (the type currently used in peer-instruction) 
 and numerical problems than in the other problem types. In the