An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success

Berry, Thomas; Cook, Lori; Hill, Nancy; Stevens, Kevin T.

doi:10.1080/87567555.2010.509376

Cited by 120 publications

(110 citation statements)

References 8 publications

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“…For instance, Landrum, Gurung, and Spann (2012) found that the self-reported percentage of reading completed in a textbook was positively correlated with quiz scores, total course points, and final course grades. On average, students spend less than three hours a week reading their print textbook, and reported using surface study strategies like study guides more often than textbooks (Berry, Cook, Hill & Stevens, 2010).…”

Section: Textbook Analyticsmentioning

confidence: 99%

Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

105

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Section: Textbook Analyticsmentioning

confidence: 99%

Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

105

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“…In Berry, et al (2010), 92% of the students surveyed reported reading their textbook less than three hours a week and 18% reported never reading the book. Students reported that they minimize their reading to "essential" parts due to the constraints on time (e.g., course loads, work, and activities).…”

Section: The Cons Of Using a Textbook -Personally Negativementioning

confidence: 99%

“…They also cited an overload of weblinks, tutorials, videos, and study problems. With limited amounts of time and no direction on where to focus their efforts, some students reported giving up (Berry, et al, 2010). …”

Section: The Cons Of Using a Textbook -Personally Negativementioning

confidence: 99%

The Required Textbook Friend Or Foe? Dealing With The Dilemma

Skinner

Howes

2013

TLC

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“…Textbooks are a staple of American college life even though some studies indicate that students read the textbooks less frequently than their instructors might desire (Berry et al, 2010). It is unfortunate that textbooks are underutilized, particularly when they are so costly.…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 15, Number 2

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 2 Nn OnlineCourses Rory McGreal Co-Editor, IRRODLThis spring edition of IRRODL begins with several articles describing open educational resources (OER) followed by some financial considerations and a MOOC investigation.These papers will also be included in the OERKnowledgeCloud, which is supported by the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chairs in three countries. (I am one of them.) For those readers, who are interested in OER and MOOCs, I would recommend that they visit this repository of more than 600 research articles and reports on issues of relevance to researchers in the field. These are followed by papers on student interaction and support as well as synchronous and asynchronous learning. The later articles investigate blended learning, educational research, and the mobile cloud. MOOCs can be seen as a development emerging from the OER movement. In his blog mining analysis of MOOCs, Chen highlights some of the challenges that need to be addressed to ensure sustainability. In contrast, Marty, focuses on monetizing distance education, with fieldwork analyzing the cultural evolution of a French educational institution from a "public good" mandate to a commercial orientation.The next topic includes the themes of interactivity and student support. Wang et al.provide us with a framework for analyzing interaction within a connectivist paradigm with four levels (operation, wayfinding, sensemaking, and innovation). Barberà et al. This edition is rounded off with two articles. Teräs and Herrington, using an iterative design and rapid prototyping, show how this helps to "refine design principles" for an authentic elearning programme. Wang et al. provide us with a case study of mobile learning using cloud computing in a higher education institution.The notes sections include a critique of MOOCs by V. Dolan followed by a book review by T. Anderson. Mass Customization of Education by an AbstractOne of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.

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An Exploratory Analysis of Textbook Usage and Study Habits: Misperceptions and Barriers to Success

Cited by 120 publications

References 8 publications

Predicting course outcomes with digital textbook usage data

Predicting course outcomes with digital textbook usage data

The Required Textbook Friend Or Foe? Dealing With The Dilemma

IRRODL Volume 15, Number 2

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