Textbooks and Teaching: A Lesson from Students

Besser, Donna; Stone, Gerald; Luan, Nan

doi:10.1177/107769589805300401

Cited by 33 publications

(32 citation statements)

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“…Textbooks are the backbone of almost every college course, they are easier to read than primary literature, and they are perceived by both instructors and students as an integral part of the learning experience (see Besser et al 1999). Not only are textbook readings easily searchable (as opposed to a video lecture), but because of their brevity, it may be possible that students can easily access them repeated times getting more exposure to the material.…”

Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

“…Not only are textbook readings easily searchable (as opposed to a video lecture), but because of their brevity, it may be possible that students can easily access them repeated times getting more exposure to the material. In fact, textbooks are often the source of the majority of student studying (Besser et al 1999). Textbooks may in fact be the modality to which students have been most exposed, having been a fundamental aspect of education for centuries.…”

Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

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Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

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Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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“…Students view textbooks as an important element of their courses and associate helpful textbooks with helpful classes (Besser et al, 1999). Faculty at RFLCB were concerned, based on an internal report as well as their own in class experience that a large number of students (almost 60% according to the internal report) were not purchasing textbooks.…”

Section: Introductionmentioning

confidence: 99%

Understanding Slow Growth in the Adoption of E-Textbooks: Distinguishing Paper and Electronic Delivery of Course Content

Feldstein

Martin

2013

IRE

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E-textbooks have experienced a lower than anticipated rate of adoption among college students. Studies consistently show a student preference for paper versus e-textbooks. When seeking an explanation for the continued reluctance of students to adopt e-textbooks, it is necessary to consider e-textbooks as a technological innovation. This is an exploratory study of the first year of a pilot program during which 991 students in 9 core courses in the Virginia State University (VSU) Reginald F. Lewis College of Business (RFLCB) replaced traditional textbooks with openly licensed e-textbooks. A questionnaire was administered to students who had participated in the e-textbook pilot study in the second semester of the implementation. The adoption process was examined using Venkatesh's Unified Theory of Acceptance and Use of Technology (UTAUT) as a framework. The questions in the survey were categorized to represent performance expectancy and effort expectancy; two of the four primary constructs in the UTAUT. In accordance with the UTAUT framework, the moderating variables, age, experience, gender and voluntariness, were cross-tabulated with ISSN 2327-5499 2013 http://ire.macrothink.org 178 these constructs to see how the moderating factors might influence adoption of digital textbooks. Results show that student gender and voluntariness, as expressed as reported time spent with e-textbook, need to be taken into account when implementing technological innovations such as an e-textbook initiative. International Research in Education

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“…De hecho, los propios alumnos, también pueden percibir estas carencias, tal y como refleja la encuesta realizada a estudiantes universitarios (Besser, Stone, & Nan, 1999) sobre la percepción que tenían de sus libros de texto. El 60% de ellos manifestó que no resultaban útiles para el aprendizaje.…”

Section: "Acaban De Poner Patas Arriba Los Escritos De Backhouse No unclassified

El libro de texto como objeto de estudio y recurso didáctico para el aprendizaje: fortalezas y debilidades.

Palop

García

Bravo³

2017

reifop

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Con el fin de abrir campo a futuras investigaciones sobre el libro de texto como recurso didáctico en el aula y su posible repercusión en el aprendizaje, el presente estudio parte de cómo ha sido entendido por distintos autores y cuáles son las características principales que lo definen. Dado que se trata del instrumento más utilizado para la enseñanza y el aprendizaje de distintas materias, se reflexiona sobre sus ventajas y sus limitaciones como recurso didáctico, y se muestran evidencias de cómo en ocasiones, lejos de ser fuente de conocimientos, puede ser un obstáculo para el aprendizaje, tal y como se refleja en distintos estudios que abordan los libros de texto, y en particular, cuando se trata del libro de texto de matemáticas. Por último, en la búsqueda de las causas del bajo rendimiento de los alumnos españoles en matemáticas por este motivo, se hace una propuesta para futuras investigaciones cuyo objeto de estudio sean libros de texto de Matemáticas.

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Textbooks and Teaching: A Lesson from Students

Cited by 33 publications

References 0 publications

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Understanding Slow Growth in the Adoption of E-Textbooks: Distinguishing Paper and Electronic Delivery of Course Content

El libro de texto como objeto de estudio y recurso didáctico para el aprendizaje: fortalezas y debilidades.

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