We investigated the role of an online collaborative textbook annotation tool, in a flipped introductory physics class. This tool serves as both the primary content delivery mechanism and provides a discussion forum for students.
We analyzed the relationship between students’ level of online engagement, and traditional learning metrics, to understand the effectiveness of discussion forums in the context of flipped classrooms.
Les activités d'animation et de perfectionnement sont diffusées sur le site de Éductive.
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