Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses
We investigate how elements of course structure (i.e., the frequency of assessments as well as the sequencing and weight of course resources) influence the usage patterns of electronic textbooks (e-texts) in introductory physics courses. Specifically, we analyze the access logs of courses at Michiga...
| Autores principales: | , , , , |
|---|---|
| Otros Autores: | |
| Formato: | Artículo |
| Lenguaje: | en_US |
| Publicado: |
American Institute of Physics (AIP)
2015
|
| Acceso en línea: | http://hdl.handle.net/1721.1/99204 https://orcid.org/0000-0002-5961-4969 https://orcid.org/0000-0001-5697-1496 |
| _version_ | 1826201819307573248 |
|---|---|
| author | Seaton, Daniel T. Kortemeyer, Gerd Bergner, Yoav Rayyan, Saif Pritchard, David E. |
| author2 | Massachusetts Institute of Technology. Department of Physics |
| author_facet | Massachusetts Institute of Technology. Department of Physics Seaton, Daniel T. Kortemeyer, Gerd Bergner, Yoav Rayyan, Saif Pritchard, David E. |
| author_sort | Seaton, Daniel T. |
| collection | MIT |
| description | We investigate how elements of course structure (i.e., the frequency of assessments as well as the sequencing and weight of course resources) influence the usage patterns of electronic textbooks (e-texts) in introductory physics courses. Specifically, we analyze the access logs of courses at Michigan State University and the Massachusetts Institute of Technology, each of which deploy e-texts as primary or secondary texts in combination with different formative assessments (e.g., embedded reading questions) and different summative assessment (exam) schedules. As such studies are frequently marred by arguments over what constitutes a “meaningful” interaction with a particular page (usually judged by how long the page remains on the screen), we consider a set of different definitions of “meaningful” interactions. We find that course structure has a strong influence on how much of the e-texts students actually read, and when they do so. In particular, courses that deviate strongly from traditional structures, most notably by more frequent exams, show consistently high usage of the materials with far less “cramming” before exams. |
| first_indexed | 2024-09-23T11:57:42Z |
| format | Article |
| id | mit-1721.1/99204 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T11:57:42Z |
| publishDate | 2015 |
| publisher | American Institute of Physics (AIP) |
| record_format | dspace |
| spelling | mit-1721.1/992042022-09-27T23:05:25Z Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses Seaton, Daniel T. Kortemeyer, Gerd Bergner, Yoav Rayyan, Saif Pritchard, David E. Massachusetts Institute of Technology. Department of Physics Massachusetts Institute of Technology. Research Laboratory of Electronics Seaton, Daniel Seaton, Daniel T. Bergner, Yoav Rayyan, Saif Pritchard, David E. We investigate how elements of course structure (i.e., the frequency of assessments as well as the sequencing and weight of course resources) influence the usage patterns of electronic textbooks (e-texts) in introductory physics courses. Specifically, we analyze the access logs of courses at Michigan State University and the Massachusetts Institute of Technology, each of which deploy e-texts as primary or secondary texts in combination with different formative assessments (e.g., embedded reading questions) and different summative assessment (exam) schedules. As such studies are frequently marred by arguments over what constitutes a “meaningful” interaction with a particular page (usually judged by how long the page remains on the screen), we consider a set of different definitions of “meaningful” interactions. We find that course structure has a strong influence on how much of the e-texts students actually read, and when they do so. In particular, courses that deviate strongly from traditional structures, most notably by more frequent exams, show consistently high usage of the materials with far less “cramming” before exams. National Science Foundation (U.S.) (Grant DUE-1044294) Google (Firm) 2015-10-08T13:39:35Z 2015-10-08T13:39:35Z 2014-12 2013-12 Article http://purl.org/eprint/type/JournalArticle 0002-9505 1943-2909 http://hdl.handle.net/1721.1/99204 Seaton, Daniel T., Gerd Kortemeyer, Yoav Bergner, Saif Rayyan, and David E. Pritchard. “Analyzing the Impact of Course Structure on Electronic Textbook Use in Blended Introductory Physics Courses.” American Journal of Physics 82, no. 12 (December 2014): 1186–1197. https://orcid.org/0000-0002-5961-4969 https://orcid.org/0000-0001-5697-1496 en_US http://dx.doi.org/10.1119/1.4901189 American Journal of Physics Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf American Institute of Physics (AIP) Prof. Pritchard via Barbara Williams |
| spellingShingle | Seaton, Daniel T. Kortemeyer, Gerd Bergner, Yoav Rayyan, Saif Pritchard, David E. Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title | Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title_full | Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title_fullStr | Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title_full_unstemmed | Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title_short | Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| title_sort | analyzing the impact of course structure on electronic textbook use in blended introductory physics courses |
| url | http://hdl.handle.net/1721.1/99204 https://orcid.org/0000-0002-5961-4969 https://orcid.org/0000-0001-5697-1496 |
| work_keys_str_mv | AT seatondanielt analyzingtheimpactofcoursestructureonelectronictextbookuseinblendedintroductoryphysicscourses AT kortemeyergerd analyzingtheimpactofcoursestructureonelectronictextbookuseinblendedintroductoryphysicscourses AT bergneryoav analyzingtheimpactofcoursestructureonelectronictextbookuseinblendedintroductoryphysicscourses AT rayyansaif analyzingtheimpactofcoursestructureonelectronictextbookuseinblendedintroductoryphysicscourses AT pritcharddavide analyzingtheimpactofcoursestructureonelectronictextbookuseinblendedintroductoryphysicscourses |