Toward an Integrated Online Learning Environment

Teodorescu, Raluca; Pawl, Andrew; Rayyan, Saif; Barrantes, Analia; Pritchard, David E.; Singh, Chandralekha; Sabella, Mel; Rebello, Sanjay

doi:10.1063/1.3515234

Cited by 9 publications

(11 citation statements)

References 8 publications

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“…Students are introduced to the MAPS pedagogy and are lead through various online activities [9,10,11]. Each of the above courses utilized LON-CAPA (http://www.loncapa.org) in providing weekly homework and an associated eText; both resources were easily navigable at each student's initial log-in.…”

Section: Courses and Methodologymentioning

confidence: 99%

“…Table 1 provides the total number of pages. The MIT course's eText was developed by the RELATE group at MIT and covers the typical topics in a calculus-based introductory physics [10]. However, the reformed nature of the MIT course introduces certain concepts out of order compared to traditional texts, e.g., beginning with Newton's Laws instead of Kinematics.…”

Section: Courses and Methodologymentioning

confidence: 99%

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

Seaton¹,

Bergner²,

Kortemeyer³

et al. 2014

2013 Physics Education Research Conference Proceedings

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Abstract. Course structure -the types and frequency of learning activities -impacts how students interact with electronic textbooks. We analyze student-tracking logs generated by the LON-CAPA learning management system from nearly a decade of blended large-lecture introductory-physics courses at Michigan State University, as well as one on-campus course from MIT. Data mining provides estimates of the overall amount and temporal regularity of eText use, i.e., weekly reading versus review immediately before exams. For all courses studied, we compare student use of eTexts as it varies with course structure, e.g., from traditional (three or four exams, eText assigned as supplementary) to reformed (frequent exams, embedded assessment in the assigned eText). Traditional format courses are accompanied by little eText use, while high reading levels persist throughout reformed courses.

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Section: Courses and Methodologymentioning

confidence: 99%

Section: Courses and Methodologymentioning

confidence: 99%

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

Seaton¹,

Bergner²,

Kortemeyer³

et al. 2014

2013 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

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“…The MSU courses were chosen due to their use of a single etext volume designed by the MultiMedia Physics group at MSU, [42] while the MIT course was analyzed because of the authors' involvement with implementing its etext as part of the RELATE group's Integrated Learning Environment for Mechanics. [43] A…”

Section: Electronic Texts and Course Structurementioning

confidence: 99%

Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses

Seaton

Kortemeyer

Bergner

et al. 2014

American Journal of Physics

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How do elements of course structure (i.e., the frequency of assessments, as well as the sequencing and weight of course resources) influence the usage patterns of electronic textbooks (etexts) in introductory physics courses? We are analyzing the access logs of courses at Michigan State University and the Massachusetts Institute of Technology, which deployed etexts as primary or secondary texts in combination with different formative assessments (e.g., embedded reading questions) and different summative assessment (exam) schedules. As such studies are frequently marred by arguments over what constitutes a "meaningful" interaction with a particular page (usually judged by how long the page remains on the screen), we are considering a set of different definitions of "meaningful" interactions. We find that course structure has a strong influence on how much of the etexts students actually read, and when they do so: particularly courses that deviate strongly from traditional structures, most notably by more frequent exams, show consistently high usage of the materials with far less "cramming" before exams.

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“…We are now applying IRT to a preliminary analysis of online homework assignments presented as part of our Integrated Learning Environment for Mechanics [9]. Online systems contain the data necessary for the implementation of IRT analysis, providing an ideal environment in which a student's skill can be determined throughout the semester [10].…”

Section: Summary and Future Directionsmentioning

confidence: 99%

Item response theory analysis of the mechanics baseline test

Cardamone¹,

Abbott²,

Rayyan³

et al. 2012

AIP Conference Proceedings

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Abstract. Item response theory is useful in both the development and evaluation of assessments and in computing standardized measures of student performance. In item response theory, individual parameters (difficulty, discrimination) for each item or question are fit by item response models. These parameters provide a means for evaluating a test and offer a better measure of student skill than a raw test score, because each skill calculation considers not only the number of questions answered correctly, but the individual properties of all questions answered. Here, we present the results from an analysis of the Mechanics Baseline Test given at MIT during [2005][2006][2007][2008][2009][2010]. Using the item parameters, we identify questions on the Mechanics Baseline Test that are not effective in discriminating between MIT students of different abilities. We show that a limited subset of the highest quality questions on the Mechanics Baseline Test returns accurate measures of student skill. We compare student skills as determined by item response theory to the more traditional measurement of the raw score and show that a comparable measure of learning gain can be computed.

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Toward an Integrated Online Learning Environment

Cited by 9 publications

References 8 publications

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

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

Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses

Item response theory analysis of the mechanics baseline test

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