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written by Daniel T. Seaton, Yoav Bergner, Gerd Kortemeyer, Saif Rayyan, Isaac Chuang, and David E. Pritchard
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.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 333-336
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
= Course
- Technology
= Multimedia
Education - Basic Research
- Assessment
= Methods
- Behavior
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.071
NSF Number:
1044294
PACSs:
01.40.Fk
01.40.Ha
Keywords:
Blended, Course Structure, Introductory Physics, PERC 2013, Textbook, eText
Record Cloner:
Metadata instance created January 31, 2014 by Lyle Barbato
Record Updated:
February 1, 2014 by Bruce Mason
Last Update
when Cataloged:
December 16, 2013
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
D. Seaton, Y. Bergner, G. Kortemeyer, S. Rayyan, I. Chuang, and D. Pritchard, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706).
AJP/PRST-PER
D. Seaton, Y. Bergner, G. Kortemeyer, S. Rayyan, I. Chuang, and D. Pritchard, The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706>.
APA Format
Seaton, D., Bergner, Y., Kortemeyer, G., Rayyan, S., Chuang, I., & Pritchard, D. (2013, July 17-18). The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved October 30, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706
Chicago Format
Seaton, D, Y. Bergner, G. Kortemeyer, S. Rayyan, I. Chuang, and D. Pritchard. "The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706 (accessed 30 October 2014).
MLA Format
Seaton, Daniel, Yoav Bergner, Gerd Kortemeyer, Saif Rayyan, Isaac Chuang, and David E. Pritchard. "The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses." Physics Education Research Conference 2013. Portland, OR: 2013. 333-336 of PER Conference. 30 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706>.
BibTeX Export Format
@inproceedings{ Author = "Daniel Seaton and Yoav Bergner and Gerd Kortemeyer and Saif Rayyan and Isaac Chuang and David E. Pritchard", Title = {The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses}, BookTitle = {Physics Education Research Conference 2013}, Pages = {333-336}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Daniel Seaton
%A Yoav Bergner
%A Gerd Kortemeyer
%A Saif Rayyan
%A Isaac Chuang
%A David E. Pritchard
%T The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
%S PER Conference
%D July 17-18 2013
%P 333-336
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Seaton, Daniel
%A Bergner, Yoav
%A Kortemeyer, Gerd
%A Rayyan, Saif
%A Chuang, Isaac
%A Pritchard, David E.
%D July 17-18 2013
%T The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
%B Physics Education Research Conference 2013
%C Portland, OR
%P 333-336
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13159&DocID=3706


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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


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