We investigate how 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 (e-texts) in introductory physics courses. Specifically, we analyze the access logs of courses at Michigan State University and the Massachusetts Institute of Technology, each of which deploy e-texts 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 consider a set of different definitions of “meaningful” interactions. We find that course structure has a strong influence on how much of the e-texts students actually read, and when they do so. In particular, 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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December 2014
PHYSICS EDUCATION RESEARCH|
December 01 2014
Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses
Daniel T. Seaton;
Daniel T. Seaton
Department of Physics and Research Laboratory for Electronics,
Massachusetts Institute of Technology
, Cambridge, Massachusetts 02139
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Gerd Kortemeyer;
Gerd Kortemeyer
Lyman Briggs College and Department of Physics and Astronomy,
Michigan State University
, East Lansing, Michigan 48825
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Yoav Bergner;
Yoav Bergner
c)
Department of Physics and Research Laboratory for Electronics,
Massachusetts Institute of Technology
, Cambridge, Massachusetts 02139
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Saif Rayyan;
Saif Rayyan
Department of Physics and Research Laboratory for Electronics,
Massachusetts Institute of Technology
, Cambridge, Massachusetts 02139
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David E. Pritchard
David E. Pritchard
Department of Physics and Research Laboratory for Electronics,
Massachusetts Institute of Technology
, Cambridge, Massachusetts 02139
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a)
Electronic mail: daseaton@davidson.edu
b)
Present address: Davidson College, Davidson, North Carolina 28035.
c)
Present address: Educational Testing Service, Princeton, New Jersey 08541.
Am. J. Phys. 82, 1186–1197 (2014)
Article history
Received:
December 13 2013
Accepted:
October 27 2014
Citation
Daniel T. Seaton, Gerd Kortemeyer, Yoav Bergner, Saif Rayyan, David E. Pritchard; Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses. Am. J. Phys. 1 December 2014; 82 (12): 1186–1197. https://doi.org/10.1119/1.4901189
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