Two versions of the same homework problem (LON-CAPA screenshots). For each interval of the plot of current versus time, students have to select from a pull-down box whether the work is zero, positive, or negative. Because the graphs are different, each student would have a different answer.
Growth of the LON-CAPA resource pool over time.
Grade distributions for several sections and semesters of a physics course for scientists and engineers before using online homework (solid) and after its introduction (gray). Information for the pre-CAPA period was only available in averaged form (see Ref. 17). For the post-CAPA period the error bars reflect the variation of grading between different instructors and semesters.
Grade distribution in the first semester (black) and the second semester (gray) of a non-majors introductory physics course. The grade distribution of (a) male students and (b) female students. Online homework was used in the second, but not the first semester (see Ref. 17).
Influence of the final course grade on the characteristics of the students’ contributions to online discussions (see Ref. 26). Second-order polynomial fits have been added to make the general trends more visible.
Influence of problem difficulty on the characteristics of associated online discussions (see Ref. 26). Polynomial fits have been added to make the general trends more visible (second order for the procedural graph, third order for the conceptual and emotional graph).
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