Connecting students' homework to their participation in a course-based social network

This paper presents a comparison between students' efforts on homework (problem sets delivered and completed online using WebAssign) and their participation on a course-focused social media site. The social media platform, CourseNetworking (CN), has many features typical of Learning Management Systems (LMSs), but is distinct in several important ways. The interface is far more "student centric" than traditional LMSs, and is designed to increase engagement; most of the CN window is devoted to student-authored content. Also, the site measures and "gamifies" participation, using an algorithm that includes posts, completion of surveys, comments on other students' posts, and other actions. The setting for our efforts was an introductory calculus-based mechanics class enrolling approximately 150 students, most of whom were engineering majors. Course exams, problem sets, and labs followed a traditional model. Social media participation was not required, but it was encouraged and students could earn a small extra-credit bonus. We investigated correlations between social media "micropoints" and three variables associated with the homework: time on task, points earned, and assignments skipped. Our results show small to moderate correlations and statistical significance in all three cases. Pearson's correlation coefficients are r = 0.286, 0.444, and -0.436 for time on task, points earned, and assignments skipped, respectively. The associated p values are 1.2 × 10-3 for time on task, and p < 10-5 for the other two variables. Because the variables we measure are not normally distributed, we verify these results by also calculating Kendall's tau statistic. This analysis confirms both the size and significance of the correlations we observe. We do not suggest a causal connection; rather, our conclusion is that participation in the social network is a form of engagement with the class comparable to traditional measures of engagement such as homework effort and outcome. © American Society for Engineering Education, 2017

Content analysis of instructor tools for building a learning community

This work presents a content analysis of an online discussion forum accompanying a face-to-face introductory physics course. Content analysis is a quantitative method for analyzing text that uses a coding scheme to gain insight into student discussions. We explore the effects of "anchor" tasks, small weekly activities to help students engage with each other. The goal of this analysis was to examine how the distributions of codes are impacted by anchor versus non-anchor tasks, and different types of anchors. The result of this work was that the coding scheme was able to detect some differences between anchor and non-anchor threads, but further work should be done to observe behaviors that would require a more in-depth analysis of the text. This research is significant for physics education research (PER) because there is little PER using content analysis or studying online talk. This is a step towards identifying patterns in conversations between physics students and the tools that may help them have on topic conversations essential for their learning. Identifying such tools can aid instructors in creating effective online learning environments, and this project introduces "anchor" tasks as instructor tools for building a learning community

Testing large mixing MSW solutions of the solar neutrino problem through Earth regeneration effects

Large mixing MSW solutions to the solar neutrino problem appear to be currently favored by the data. We discuss the possibility of discriminating them by means of present and future experiments. In particular, we show that the study of energy and time dependence of the Earth regeneration effect can be useful in this respect.Comment: Talk given at Europhysics Neutrino Oscillation Workshop (NOW 2000), Conca Specchiulla, Otranto, Lecce, Italy, 9-16 Sep. 200

Quantifying the linguistic persistence of high and low performers in an online student forum

This work uses recurrence quantification analysis (RQA) to analyze the online forum discussion between students in an introductory physics course. Previous network and content analysis found differences in student conversations occurring between semesters of data from an introductory physics course; this led us to probe which concepts occur and persist within conversations. RQA is a dynamical systems technique to map the number and structure of repetitions for a time series. We treat the transcript of forum conversations as a time series to investigate and apply RQA techniques to it. We characterize the forum behaviors of high and low scoring students, such as their percentage of recurring topics and persistence of discussing a topic over time. We quantify how high scoring and low scoring students use online discussion forum and test whether different patterns exist for these groups. This work is the first adaptation of recurrence quantification methods from the field of psychology for physics education research. Using RQA, there was not a general, observable difference in how the two different groups, high- and low-scoring students, used the forum; however, there were differences when focusing in on and comparing one high-scoring student and one low-scoring student. This technique has the potential for analyzing other PER data such as interviews or student discussions

Measurement of the Solar Neutrino Capture Rate by the Russian-American Gallium Solar Neutrino Experiment During One Half of the 22-Year Cycle of Solar Activity

We present the results of measurements of the solar neutrino capture rate in gallium metal by the Russian-American Gallium Experiment SAGE during slightly more than half of a 22-year cycle of solar activity. Combined analysis of the data of 92 runs during the 12-year period January 1990 through December 2001 gives a capture rate of solar neutrinos with energy more than 233 keV of 70.8 +5.3/-5.2 (stat.) +3.7/-3.2 (syst.) SNU. This represents only slightly more than half of the predicted standard solar model rate of 128 SNU. We give the results of new runs beginning in April 1998 and the results of combined analysis of all runs since 1990 during yearly, monthly, and bimonthly periods. Using a simple analysis of the SAGE results combined with those from all other solar neutrino experiments, we estimate the electron neutrino pp flux that reaches the Earth to be (4.6 +/- 1.1) E10/(cm^2-s). Assuming that neutrinos oscillate to active flavors the pp neutrino flux emitted in the solar fusion reaction is approximately (7.7 +/- 1.8) E10/(cm^2-s), in agreement with the standard solar model calculation of (5.95 +/- 0.06) E10/(cm^2-s).Comment: English translation of article submitted to Russian journal Zh. Eksp. Teor. Fiz. (JETP); 12 pages, 5 figures. V2: Added winter-summer difference and 2 reference