STUDENT USAGE AND BEHAVIORAL PATTERNS WITH ONLINE INTERACTIVE TEXTBOOK MATERIALS

STUDENT USAGE AND BEHAVIORAL PATTERNS WITH ONLINE INTERACTIVE TEXTBOOK MATERIALS
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学生对在线互动教材的使用和行为模式

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发表时间：
2015
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影响因子：
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通讯作者：
F. Vahid
F. Vahid
中科院分区：
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文献类型：
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作者：
Alex D. Edgcomb;D. Haas;Roman L. Lysecky;F. Vahid

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在过去的几年里，传统教科书的使用率呈显著下降趋势，而在线互动教科书材料的习得率和活动完成率都很高。互动教材使用较少的文本，而是使用更多的活动：动画、学习问题和互动工具。我们的每一本在线网络互动教科书，即zyBooks，除了文本阅读外，还有大约1000项活动。我们分析了两所主要公立大学使用的两个不同主题的在线互动材料的使用情况。282名学生参加了编程入门课程(CS1)，299名学生参加了离散数学课程(DM1)。CS1互动材料包括编码活动的综合作业系统。这两门课程都需要在线互动材料，并因完成指定的阅读活动而获得积分。在583名学生中，99.8%的学生获得了在线互动材料。相比之下，使用传统教科书(甚至是电子书版本)的课堂调查只有70%左右的习得率。此外，学生完成了互动材料中92%的指定活动，而传统教科书的使用率通常要低得多[Ho2004]。我们的分析显示，学生每周访问互动材料4.5次，平均每次访问20分钟。CS1学生将31%的互动课本使用时间用于互动教科书中的活动，DM1学生花费17%的时间，其余百分比的时间被认为是用于阅读课文和查看图形。这种比例差异可能是由于CS1互动教科书包括编码活动的家庭作业系统。学生们将互动教科书视为考试准备的辅助工具。在期中考试准备期间，DM1学生自愿复习并重新完成了平均33%的指定阅读，而CS1学生平均重新完成了23%。在期末考试准备期间，DM1学生平均复习并重新完成了30%的指定阅读，而CS1学生，他们获得了包括两个模拟考试在内的大量其他复习材料，平均重新完成了6%。CS1期末考试准备的复习率较低是意料之中的，因为学生们要参加练习考试，以此来学习。总体而言，使用互动教科书材料似乎扭转了学生不掌握课外必备教科书的趋势，因此不能从课外必备教科书中学习。相反，互动教材的习得率接近100%，活动完成率在90%左右。作为学习的一部分，学生们花了大量的时间使用这些材料。此外，学生们认为他们通过互动材料比传统材料学到了更多的东西。1简介…
Traditional textbook usage is experiencing a significant declining trend in the past few years, whereas online interactive textbook material has a high acquisition and high activity completion rate by students. Interactive textbook materials use less text, and instead use more activities: animations, learning questions, and interactive tools. Each of our online web­based interactive textbooks, known as zyBooks, has approximately 1,000 activities along with text readings. We analyzed online interactive material usage of two different topics used at two major public universities. 282 students were in an introduction to programming course (CS1), and 299 in a discrete math course (DM1). The CS1 interactive material included an integrated homework system for coding activities. Both courses required the online interactive material and awarded points for completing assigned reading activities. Of the 583 students total, 99.8% acquired the online interactive material. In contrast, surveys in classes using traditional textbooks (even e­book versions) had only about a 70% acquisition rate. Furthermore, students completed 92% of the assigned activities in the interactive material, whereas traditional textbook usage is typically much lower [Ho2004]. Our analyses showed that students accessed the interactive material 4.5 times per week, averaging 20 minutes per access. CS1 students spent 31% of interactive textbook usage time with activities in the interactive textbook, and DM1 students spent 17%, with the remaining percentage of time assumedly spent reading text and viewing figures. The proportional difference may be due to the CS1 interactive textbook including a homework system of coding activities. Students valued the interactive textbook as an exam preparation aid. During midterm exam preparation, DM1 students voluntarily revisited and re­completed 33% of assigned reading on average, and CS1 students re­completed 23% on average. During final exam preparation, DM1 students revisited and re­completed 30% of assigned reading on average, and CS1 students, who were given numerous other review materials including two practice exams, re­completed 6% on average. The low re­completion for CS1 final exam preparation was expected because students were given practice exams from which to study. Overall, using interactive textbook material appears to have reversed the trend of students not acquiring and thus not learning from required textbooks outside of lectures. Instead, interactive textbooks have nearly 100% acquisition rates and activity completion rates in the 90% range. Students spend significant amount of time using the material as part of their studies. Further, students felt they learned more with interactive materials than traditional materials. 1 INTRODUCTION …