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Abstract Title: The impact of course structure on etext use in large-lecture introductory-physics courses
Abstract: Course structure - the presentation, ordering, and accessibility of various types of learning activities – dramatically affects how students interact with electronic textbooks.  We analyze student-tracking logs generated by the LON-CAPA learning management system from nearly a decade of both blended on-campus lecture and distance off-campus introductory physics courses at Michigan State University, as well as on-campus and open-online courses 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.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Daniel T. Seaton
Office of Digital Learning
77 Massachusetts Avenue
Cambridge, MA 02139
and Co-Presenter(s)
Gerd Kortemeyer - Michigan State Universit, Department of Physics and Astronomy
Yoav Bergner - MIT, RLE and Department of Physics
Saif Rayyan - MIT, Department of Physics
Isaac Chuang - MIT, Office of Digital Learning and Department of Physics
David E. Pritchard - MIT, RLE and Department of Physics

Contributed Poster

Contributed Poster: Download the Contributed Poster