The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
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 St...
| Main Authors: | , , , , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
| Published: |
American Association of Physics Teachers
2020
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| Online Access: | https://hdl.handle.net/1721.1/125332 |
| _version_ | 1826215521250443264 |
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| author | Seaton, Daniel T. Bergner, Yoav Kortemeyer, Gerd Rayyan, Saif Chuang, Isaac L. Pritchard, David E. |
| author2 | Massachusetts Institute of Technology. Office of Digital Learning |
| author_facet | Massachusetts Institute of Technology. Office of Digital Learning Seaton, Daniel T. Bergner, Yoav Kortemeyer, Gerd Rayyan, Saif Chuang, Isaac L. Pritchard, David E. |
| author_sort | Seaton, Daniel T. |
| collection | MIT |
| description | 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 |
| first_indexed | 2024-09-23T16:33:03Z |
| format | Article |
| id | mit-1721.1/125332 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T16:33:03Z |
| publishDate | 2020 |
| publisher | American Association of Physics Teachers |
| record_format | dspace |
| spelling | mit-1721.1/1253322022-09-29T20:07:06Z The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses Seaton, Daniel T. Bergner, Yoav Kortemeyer, Gerd Rayyan, Saif Chuang, Isaac L. Pritchard, David E. 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 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 NSF grant DUE-1044294 2020-05-19T21:09:26Z 2020-05-19T21:09:26Z 2014-02 2019-05-10T13:13:31Z Article http://purl.org/eprint/type/ConferencePaper 1539-9028 2377-2379 https://hdl.handle.net/1721.1/125332 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. en http://dx.doi.org/10.1119/perc.2013.pr.071 2013 PERC Proceedings Creative Commons Attribution 3.0 unported license https://creativecommons.org/licenses/by/3.0/ application/pdf American Association of Physics Teachers American Association of Physics Teachers |
| spellingShingle | Seaton, Daniel T. Bergner, Yoav Kortemeyer, Gerd Rayyan, Saif Chuang, Isaac L. Pritchard, David E. The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title | The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title_full | The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title_fullStr | The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title_full_unstemmed | The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title_short | The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses |
| title_sort | impact of course structure on etext use in large lecture introductory physics courses |
| url | https://hdl.handle.net/1721.1/125332 |
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