The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
Name
PERC13_Seaton.pdf
Description
Published version
Size
1.46 MB
Format
Adobe PDF
Checksum (MD5)
66a6ea1bab5fd2851e212bda5620ca5c
Author(s)
Seaton, Daniel T.
Bergner, Yoav
Kortemeyer, Gerd
Rayyan, Saif
Chuang, Isaac L.
Pritchard, David E.
Date Issued
February 2014
Journal
2013 PERC Proceedings
Publisher
American Association of Physics Teachers
Citation
Seaton, Daniel T., et al. "The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses." Physics Education Research Conference, July 2013, Portland, OR, USA, edited by Paula V. Engelhardt, Alice Churukian, and Dyan L. Jones, American Association of Physics Teachers, 2014.
Version
Final published version
Abstract
Course structure - the types and frequency of learning activities - impacts how students interact with electronic textbooks. We analyze student-tracking logs generated by the LON-CAPA learning management system from nearly a decade of blended large-lecture introductory-physics courses at Michigan State University, as well as one on-campus course from MIT. Data mining provides estimates of the overall amount and temporal regularity of eText use, i.e., weekly reading versus review immediately before exams. For all courses studied, we compare student use of eTexts as it varies with course structure, e.g., from traditional (three or four exams, eText assigned as supplementary) to reformed (frequent exams, embedded assessment in the assigned eText). Traditional format courses are accompanied by little eText use, while high reading levels persist throughout reformed courses. Keywords: Introductory Physics; Course Structure; eText; Textbook; Blended
MIT Department
Massachusetts Institute of Technology. Office of Digital Learning
Massachusetts Institute of Technology. Department of Physics
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
Terms of Use
Creative Commons Attribution 3.0 unported license
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1119/perc.2013.pr.071
