We discuss the development and functionality of the LON-CAPA system with a particular focus on its homework and examination functionality. We also describe its more general approach to course management and its infrastructure for course content sharing and reuse. We then focus on measures of student learning and the effectiveness of different content types.
REFERENCES
1.
E.
Kashy
, B. M.
Sherrill
, Y.
Tsai
, D.
Thaler
, D.
Weinshank
, M.
Engelmann
, and D. J.
Morrissey
, “CAPA, an integrated computer assisted personalized assignment system
,” Am. J. Phys.
61
, 1124
–1130
(1993
).2.
E.
Kashy
, S. J.
Gaff
, N.
Pawley
, W. L.
Stretch
, S.
Wolfe
, D. J.
Morrissey
, and Y.
Tsai
, “Conceptual questions in computer-assisted assignments
,” Am. J. Phys.
63
, 1000
–1005
(1995
).3.
4.
6.
7.
8.
9.
10.
11.
12.
13.
W.
Bauer
, W.
Benenson
, and G. D.
Westfall
, Multimedia Physics
(CD-ROM, Michigan State University, 1994) and cliXX Physik (Harri Deutsch
, Frankfurt, Germany, 1998
).14.
W.
Benenson
and W.
Bauer
, “Frame grabbing techniques in undergraduate physics education
,” Am. J. Phys.
61
, 848
–851
(1993
).15.
G.
Kortemeyer
and W.
Bauer
, “Multimedia collaborative content creation (mc3)-The MSU LectureOnline system
,” J. Eng. Educ.
88
(4
), 421
–427
(1999
).16.
G.
Kortemeyer
, W.
Bauer
, D. A.
Kashy
, E.
Kashy
, and C.
Speier
, “The LearningOnline network with CAPA initiative
,” Proc. IEEE Frontiers Educ.
31, F2D-3 (2001
);17.
D. A.
Kashy
, G.
Albertelli
, E.
Kashy
, and M.
Thoennessen
, “Teaching with ALN technology: Benefits and costs
,” J. Eng. Educ.
89
, 499
–506
(2001
).18.
E.
Kashy
, M.
Thoennessen
, Y.
Tsai
, N. E.
Davis
, and S. L.
Wolfe
, “Using networked tools to promote student success in large classes
,” J. Eng. Educ.
87
, 385
–391
(1998
).19.
M.
Thoennessen
, E.
Kashy
, Y.
Tsai
, and N. E.
Davis
, “Application of technology and asynchronous learning networks in large lecture classes
,” in Proceedings of the 21st Hawaii International Conference on System Sciences
(Computer Society Press
, IEEE, 1997
), Vol. 1, pp. 231–239.20.
A.
Pascarella
, “The influence of web-based homework on quantitative problem-solving in a university physics class
,” Proceedings of the 2004 NARST Annual Meeting
, Vancouver, BC http://www.lon-capa.org/papers/204416ProceedingsPaper.pdf.21.
P.
Kotas
, “Homework behavior in an introductory physics course
,” Masters Thesis Physics, Central Michigan University
(2000
) (unpublished).22.
L.
Lising
and A.
Elby
, “The impact of epistemology on learning: A case study from introductory physics
,” Am. J. Phys.
73
, 372
–382
(2005
).23.
24.
D.
Hestenes
, M.
Wells
, and G.
Swackhamer
, “Force concept inventory
,” Phys. Teach.
30
, 141
–158
(1992
).25.
D. A.
Kashy
, G.
Albertelli
, W.
Bauer
, E.
Kashy
, and M.
Thoennessen
, “Influence of non-moderated and moderated discussion sites on student success
,” Asynchronous Learn. Networks
7
(1
), 31
–36
(2003
).26.
G.
Kortemeyer
, “An analysis of asynchronous online homework discussions in introductory physics courses
,” Am. J. Phys.
74
, 526
–536
(2006
).© 2008 American Association of Physics Teachers.
2008
American Association of Physics Teachers
AAPT members receive access to the American Journal of Physics and The Physics Teacher as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.