The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses

Seaton, Daniel T.; Bergner, Yoav; Kortemeyer, Gerd; Rayyan, Saif; Chuang, Isaac L.; Pritchard, David E.

doi:10.1119/perc.2013.pr.071

Cited by 7 publications

(7 citation statements)

References 11 publications

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“…A lack of textbook use may be detrimental to learning (Landrum, Gurung, & Spann, 2012). This may be particularly problematic for courses that incorporate active learning because students often need to use the textbook to complete activities (Seaton, Kortemeyer, Bergner, Rayyan, & Pritchard, 2014). Therefore, examining how students access an open-source textbook compared to a commercial textbook (i.e., electronically or paper) is critical to consider in empirical comparisons of these textbooks.…”

Section: Usementioning

confidence: 99%

Savings without sacrifice: a case report on open-source textbook adoption

Clinton

2018

Open Learning: The Journal of Open, Distance and e-Learning

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Rising textbook costs have prompted the development of open-source textbooks to increase access to education. The purpose of this case report is to examine open-source textbook adoption through the COUP framework (costs, outcomes, use, and perceptions) comparing a semester with a commercial textbook to a semester with an open-source textbook. Students (N = 520) were enrolled in an undergraduate course at a mid-sized public university in the United States. Results indicated that although costs were substantially lower, student learning outcomes and perceptions of quality were similar or better with an open-source textbook. Although students were much more likely to access the open-source textbook electronically, there were no differences in how they reported using the two textbooks to support their learning. Considering the financial savings of open-source textbooks, these findings build on existing empirical support that encourage the adoption of open-source textbooks.

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Section: Usementioning

confidence: 99%

Savings without sacrifice: a case report on open-source textbook adoption

Clinton

2018

Open Learning: The Journal of Open, Distance and e-Learning

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“…Interactive e-text and impact on how much students read Seaton (2013a) and Seaton (2013b) showed that our course and other courses that featured both frequent assessment and interactive questions embedded in the readings resulted in a significant improvement on how much students read (of the e-text). In such courses on the LON-CAPA network from MIT and MSU, 75% of students accessed over 75% of the available text pages.…”

Section: Discussionmentioning

confidence: 84%

A MOOC based on blended pedagogy

Rayyan

Fredericks

Colvin

et al. 2016

Computer Assisted Learning

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We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem‐solving pedagogy. The MOOC contains an e‐text, simple checkpoint problems and homework. We show how certain course design aspects affect student behaviour: (a) frequent quizzes correlated with students reading a large fraction of the e‐text, and (b) When homework sets are arranged by increasing (instructor‐estimated) difficulty, we found strong correlations between difficulty and time to solution, but weak correlations with percent correct. Modifications to the second offering of the course resulted in higher retention. These modifications included targeting physics teachers and posting materials well in advance. We define retention as certificates earned relative to participants who make a significant effort on the second assignment. Retention measured this way varied between 44% and 72%, being highest in the course aimed at teachers. We show that there is significant learning among MOOC participants. Applying item response theory to common homework problems showed that the MOOC participants had significantly higher ability than students in a Massachusetts Institute of Technology course and that they maintained this advantage over the duration of the MOOC.

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“…We visualized both the overall distribution of each data indicator and any significant gaps between two groups using complementary cumulative distribution (CCD) graphs following the precedence of two earlier studies 21,22 . We chose to use CCD graphs because the frequency distributions can be highly non-normal, especially for smaller demographic groups.…”

Section: Visualization Of the Distribution Of Data Indicatorsmentioning

confidence: 99%

Analyzing the Heterogeneous Impact of Remote Learning on Students' Ability to Stay on Track During the Pandemic

Chen,

Zhang

2021

Preprint

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This study investigates how remote learning due to the COVID pandemic impacts students' ability to keep up with the pace of instruction in a university level physics course, with a focus on the heterogeneous impact of remote learning on different demographic groups. Student learning data is collected from 70 online learning modules assigned as both online homework and self-study material in both Fall 2020 and Spring 2020 semesters, with the first 41 modules being assigned before campus closure in Spring 2020. Students' ability to stay on track is measured by three data indicators: percentage of modules submitted before the due date, percentage of modules submitted early for extra credit, and percentage of modules properly engaged with. The student population is divided into two demographic groups according to each of the four demographic variables: Gender, Ethnicity, Transfer Status and First generation status. All three data indicators from both semesters are first compared between each pair of demographic groups within the same semester, and then compared within the same group between the two semesters. Exam and course scores are also compared between demographics groups in Fall 2020 and against scores from the Fall 2019 semester. The analysis revealed that remote learning significantly reduced on-time and early submission for first-generation students, but increased the frequency of early submission for transfer students. Under-represented minority students had higher percentage of engaged modules during the pandemic, while non-URM students had the same level of module engagement before and after the pandemic. These results suggest that pandemic remote learning had very different impact for students with different demographic background, and future instructional design should strive to provide more flexible options to meet the various needs for a diverse higher-ed student population.

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The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses

Cited by 7 publications

References 11 publications

Savings without sacrifice: a case report on open-source textbook adoption

Savings without sacrifice: a case report on open-source textbook adoption

A MOOC based on blended pedagogy

Analyzing the Heterogeneous Impact of Remote Learning on Students' Ability to Stay on Track During the Pandemic

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