Reeling in the Big Fish: Changing Pedagogy to Encourage the Completion of Reading Assignments

Carney, Amy G.; Fry, Sara Winstead; Gabriele, Rosaria V.; Ballard, Michelle

doi:10.3200/ctch.56.4.195-200

Cited by 24 publications

(20 citation statements)

References 5 publications

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“…b) Increased learning due to the task's impact on the amount and timing of reading Extensive research has shown that holding students accountable for assigned reading in some concrete way dramatically increases the average amount students read (Nilson, 2010). Mazur (2000) has found web postings to be an effective way to get students to complete the readings, and Carney et al (2008) found similar results from using a paper-based version of the method. Although we were unable to uncover any studies of how cold calling impacted student reading completion, it is sensible to expect that students will read more given that they may be asked to answer questions in front of their classmates and that their answers are formally evaluated.…”

Section: Theory Of Change: Potential For Impacting Student Learningsupporting

confidence: 56%

Cold calling and web postings: Do they improve students’ preparation and learning in statistics?

Levy

Bookin²

2014

JoSoTL

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Getting students to prepare well for class is a common challenge faced by instructors all over the world. This study investigates the effects that two frequently used techniques to increase student preparation -- web postings and cold calling -- have on student outcomes. The study is based on two experiments and a qualitative study conducted in a statistics course that Masters in Public Policy (MPP) students take in their second semester at the Harvard Kennedy School. When used together, web postings and cold calling seem to increase the amount of time that students devote to reading before class by about an hour. This effect is both statistically and practically significant. However this increase in pre-class reading did not translate into increased learning (measured by average test scores on the midterm exam). Neither of the two techniques seems to be better than the other one at increasing reading time, test scores, and other student outcomes.

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Section: Theory Of Change: Potential For Impacting Student Learningsupporting

confidence: 56%

Cold calling and web postings: Do they improve students’ preparation and learning in statistics?

Levy

Bookin²

2014

JoSoTL

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“…A sparsity of reading has also been noted in other subject areas, including business (Artis, 2008;Starcher & Profitt, 2011), philosophy (Broost & Bradley, 2006), sociology (Howard, 2004), education (e.g. Carney, Fry, Gabriele, & Ballard, 2008;Tomasek, 2009), planning (Sturzaker, 2014), and science (Henderson & Rosenthal, 2006;Jensen & Moore, 2008).…”

Section: Introductionmentioning

confidence: 93%

“…Hatteberg & Steffy, 2013;Howard, 2004;Johnson & Kiviniermi, 2009), reading logs (e.g. Starcher & Profitt, 2011), and learning logs (Carney et al, 2008). However, it is important to note that efforts to promote reading may influence students' satisfaction with a course, (e.g.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Exploring the Reading Practices of Undergraduate Students

2017

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Research in higher education has revealed that only a small proportion of students complete assigned reading during semester. The current studies examined students' reading practices, and sought to explore potential factors underlying these practices. Three studies were conducted. Study 1 utilised a questionnaire to examine how long students spend reading academic material. Students reported spending an average of 14.1 hours per week reading a range of sources, including textbooks and journal articles for both guided and independent reading. The number of hours spent reading was lower than university expectations. Study 2 involved conducting focus groups to explore potential factors underlying students' reading practices. Six main themes emerged in the data; Expectations, Perceived benefits, Course structure, Lack of time, Practicalities, and Confidence. Study 3 further examined students' perceptions of a lack of time and a lack of confidence with reading using a diary exercise and a further questionnaire. The diary exercise revealed that students spent an average of 6.5 hours per day engaged in academic activities. In addition, students were generally confident with reading, although more so with reading textbooks than journal articles. The findings are discussed in terms of implications for staff teaching in higher education.

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“…For example, web-based technologies can quickly and easily track usage, for example, video views, online homework responses, course management system's file downloads, reflective textbook commenting, etc. [12,[16][17][18][19]25,28,39,52]. Therefore, the ubiquitous term "big data" can be applied in many modern higher education classrooms.…”

mentioning

confidence: 99%

Significant reading participation across multiple cohorts before and after the due date when using an interactive textbook

Liberatore

Chapman

Roach

2020

Comp Applic In Engineering

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For about a century, textbooks have provided a consistent framework for faculty to teach fundamental, common courses across colleges and universities. However, little quantification of students’ textbook reading is documented in higher education. An interactive textbook from zyBooks documents students reading through clicks. With large data sets, including three cohorts with over 280 students and 280,000 reading interactions, measurable differences between students were found using effort‐based reading analytics. Median textbook reading participation at the due date above 90%, which is significantly higher than reports and surveys in the literature. Reading participation increased with every higher final course grade, and a statistically significant difference in reading participation between B and C students was measured. Also, female students read statistically significantly more than male students. Additional reading data taken at the conclusion of the semester found that many students completed reading without the incentive of earning a course grade. Median reading participation increased after the due date, which encompassed 30 to 50 clicks by median and over 400 interactions for some students. Overall, interactive textbooks generate large data sets that monitor reading participation and reinforce proven study practices, such as spaced practice.

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Reeling in the Big Fish: Changing Pedagogy to Encourage the Completion of Reading Assignments

Cited by 24 publications

References 5 publications

Cold calling and web postings: Do they improve students’ preparation and learning in statistics?

Cold calling and web postings: Do they improve students’ preparation and learning in statistics?

Exploring the Reading Practices of Undergraduate Students

Significant reading participation across multiple cohorts before and after the due date when using an interactive textbook

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