Students’ use and perception of textbooks and online resources in introductory physics

Ruggieri, Charles

doi:10.1103/physrevphyseducres.16.020123

Cited by 20 publications

(10 citation statements)

References 49 publications

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“…This element is for improving learners' experiences of determining a solution strategy, which may be missing for a newly encountered problem. Video search engines, which improve critical thinking skills and in-depth learning (Clifton & Mann, 2011;Palla & Sheikh, 2020;Ruggieri, 2020), are appropriate for determining which solution strategy is the most suitable for the problem. Also, video search engines enable learners to engage in the learning environment while allowing them to see the elements of the environment in detail (Guo et al, 2014;Halpern et al, 2020).…”

Section: Related Casesmentioning

confidence: 99%

“…Podcasting, Concept Maps, Virtual Communities of Practice (Besser et al, 2021), (Mitchell et al, 2021), (Moryl, 2013), (Novak, 1990), (Brown et al, 1989), (Brondfield et al, 2019), (Marzano & Miranda, 2021), (Shin & Jeong, 2021) c. Manipulation Space Simulation tools, Data Analysis Software, Electronic Spreadsheet Software (Jonassen, 1999) 2.Related Case Search Engines, Video Search Engines (Lazonder, 2001), (Mracek, 2019), (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020),…”

Section: Development Of the Scalementioning

confidence: 99%

“…Orthogonal and oblique rotation methods are (Dershowitz & Treinen, 1998) b. Problem Representation Podcasting, Concept Maps (Besser et al, 2021), (Mitchell et al, 2021), (Moryl, 2013), (Novak, 1990), (Brown et al, 1989), (Brondfield et al, 2019), (Marzano & Miranda, 2021), (Shin & Jeong, 2021) c. Manipulation Space Simulation Tools, Electronic Spreadsheet Software (Jonassen, 1999) 2.Related Case Video Search Engines (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020) 3.Information Resources Search Engines, E-Museums, Online Questionnaires, RSS (Lazonder, 2001), (Mracek, 2019), (Çalık et al, 2016), (Neill, 2008) (Bozanta & Mardikyan, 2017), (Zhang et al, 2016), (Warschauer, 1995), (Cassany et al, 2019), (Kapoor et al, 2019), (Ngaleka & Uys, 2013), (So, 2016), (Bouhnik & Deshen, 2014), (El Mhouti et al, 2016), (Arroyo et al, 2020), (Bakla, 2020), (Gurung et al, 2016), (Savelyeva et al, 2021), (Lin et al, 2014), (Ishtaiwa & Aburezeq, 2015), (Duffy & Bruns, 2006), (Kim & Kim, 2020), (Li et al, 2021) (Trocky & Buckley, 2016), (Ioannou et al, 2015),...…”

Section: Analysis Of the Scalementioning

confidence: 99%

“…(Jonassen, 1999) 2.Related Case Video Search Engines (YouTube, etc.) (Clifton & Mann, 2011), (Palla & Sheikh, 2020), (Ruggieri, 2020), (Halpern et al, 2020) 3.Information Resources Search Engines (Google, Yandex, etc. ), E-Museums, Online Questionnaires, Web Feeds (RSS) (Lazonder, 2001), (Mracek, 2019), (Çalık et al, 2016), (Neill, 2008), (Sue & Ritter, 2011) 4.…”

Section: Analysis Of the Scalementioning

confidence: 99%

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Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Çakır

Bahadır

Tüfekci

2021

Designs for Learning

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Design-based learning (DBL) enables 21st-century skills to be gained through design-oriented production processes. Jonassen's "Designing Constructivist Learning Environments framework" (CLEs) is a suitable model for designing a DBL environment. In such learning environments, students must have a certain level of information and communication technology (ICT) competencies in order to achieve learning goals. The aim of the study is to build on ICT competency areas that are likely to be used in each phase of CLEs and to develop a scale in order to assess the usage of these technologies by students. The study is of importance in terms of enabling teachers to evaluate learners and themselves technologically before education starts in such an environment. Literature review, expert opinion, and focus group interview were conducted to develop the scale. In order to determine the construct validity of the scale, principal component analysis was conducted for each technology competency area identified on the scale. As a result of the analysis, it was determined that the Cronbach's alpha values of the subscales of the measuring tool were between 0.817 and 0.993. Cronbach's alpha values above 0.80 indicate that the scale is adequately valid and reliable (Cronbach & Meehl, 1956). In line with these results, the "Design-based learning environments technological competencies scale" is considered being a suitable tool for assessing the ICT competency of teachers and students before starting teaching in learning environments based on the constructivist approach.

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Section: Related Casesmentioning

confidence: 99%

Section: Development Of the Scalementioning

confidence: 99%

Section: Analysis Of the Scalementioning

confidence: 99%

Section: Analysis Of the Scalementioning

confidence: 99%

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Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Çakır

Bahadır

Tüfekci

2021

Designs for Learning

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“…No matter what career path today's invertebrate biology students will pursue, the ability to clearly communicate about scientific topics orally, visually, and in writing to a wide range of audiences is crucial and may give them an edge for positions in education, outreach, and even academia. The second reason we assigned the video is that students already commonly resort to digital video resources that are freely available on YouTube, Vimeo, and other video‐sharing websites (Barry et al 2016; Rudenkin & Grushevskaya, 2019), whereas learning from textbooks is declining (Ruggieri, 2020). Because the quality of available videos varies greatly, it is important for students to learn to critically evaluate them.…”

Section: Introductionmentioning

confidence: 99%

Invertebrate Film Festival: Science, creativity, and flexibility in a virtual teaching environment

Schulze

Hajduk

Hannon

et al. 2021

Invertebrate Biology

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We implemented a new video project in a marine invertebrate zoology undergraduate class. The project required students to produce 3–5 min videos about a particular invertebrate or any aspect of invertebrate biology they were interested in. The development of this assignment was prompted by the limitations for lab activities due to COVID‐19 and three short‐term campus closures in response to threats of inclement weather. This assignment can be completed individually on a flexible schedule, without physical access to campus, and culminates in an Invertebrate Film Festival during the last lab period. The project was assigned at the start of the term with only minimal instructions to promote creativity. Students completed the project over the course of the 14‐week semester, with several checkpoints, most notably a peer review of the movie script 2 weeks prior to the due date. To support the video production, students were encouraged to attend workshops and schedule individual tutoring sessions offered by the Studio in the campus's Center for Academic Learning Support. Surveys at the beginning and the end of the semester revealed that the perception of the video project was overall positive, although some students were apprehensive in the beginning. Video topics, techniques, and software used by students varied widely, but overall the video quality exceeded our expectations. Many students took pride in their videos and agreed to make them available as supplementary material for this article. If we repeat this assignment in future semesters, we will streamline the peer review process and possibly offer short video tutorials for video‐editing software.

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Chegg’s Growth, Response Rate, and Prevalence as a Cheating Tool: Insights From an Audit within an Australian Engineering School

Pickering,

Schuller

2024

J Acad Ethics

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Online tools are increasingly being used by students to cheat. File-sharing and homework-helper websites offer to aid students in their studies, but are vulnerable to misuse, and are increasingly reported as a major source of academic misconduct. Chegg.com is the largest such website. Despite this, there is little public information about the use of Chegg as a cheating tool. This is a critical omission, as for institutions to effectively tackle this threat, they must have a sophisticated understanding of their use. To address this gap, this work reports on a comprehensive audit of Chegg usage conducted within an Australian university engineering school. We provide a detailed analysis of the growth of Chegg, its use within an Australian university engineering school, and the wait time to receive solutions. Alarmingly, we found over half of audit units had cheating content on Chegg is broadly used to cheat and 50% of questions asked on Chegg are answered within 1.5 h. This makes Chegg an appealing tool for academic misconduct in both assignment tasks and online exams. We further investigate the growth of Chegg and show its use is above pre-pandemic levels. This work provides valuable insights to educators and institutions looking to improve the integrity of their courses through assessment and policy development. Finally, to better understand and tackle this form of misconduct, we call on education institutions to be more transparent in reporting misconduct data and for homework-helper websites to improve defences against misuse.

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Students’ use and perception of textbooks and online resources in introductory physics

Cited by 20 publications

References 49 publications

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Invertebrate Film Festival: Science, creativity, and flexibility in a virtual teaching environment

Chegg’s Growth, Response Rate, and Prevalence as a Cheating Tool: Insights From an Audit within an Australian Engineering School

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