Predicting course outcomes with digital textbook usage data

Junco, Reynol; Clem, Candrianna

doi:10.1016/j.iheduc.2015.06.001

Cited by 103 publications

(61 citation statements)

References 33 publications

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“…Instructor use of e-texts' teaching and learning affordances has been a focus of a number of recent studies (Abaci, Morrone, and Dennis 2015;Dennis et al 2016;Junco and Clem 2015). Receiving instructor feedback via e-text annotation functions appeared to give students a slight advantage when performing on open-end quizzes, while no difference in test results were registered between e-text and paper-based learning cohorts when measuring their performance via multiple-choice quizzes (Dennis et al 2016).…”

Section: The Advantages Of E-textsmentioning

confidence: 99%

“…The authors concluded that such an e-text affordance as feedback provision via the annotation function could in fact lead to higher-level learning. Other studies found that instructors can further benefit from e-text features such as engagement analytics as a way of predicting student outcomes (Abaci, Morrone, and Dennis 2015;Junco and Clem 2015).…”

Section: The Advantages Of E-textsmentioning

confidence: 99%

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Print versus digital texts: understanding the experimental research and challenging the dichotomies

Ross

Pechenkina²,

Aeschliman³

et al. 2017

Research in Learning Technology

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This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ('traditional') texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

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Section: The Advantages Of E-textsmentioning

confidence: 99%

Section: The Advantages Of E-textsmentioning

confidence: 99%

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Ross

Pechenkina²,

Aeschliman³

et al. 2017

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…It is encouraging to see that research using e-textbook usage data has already started. Junco and Clem (2015), examining e-textbook usage metrics such as number of pages read, number of mark-ups (i.e., highlights, bookmarks, and notes) and time spent reading, found that amount of time spent on reading is a stronger predictor of course outcomes than previous academic achievement. Similarly, Van Horne, Russell, and Schuh (2016) studied the adoption of mark-up tools by students and reported that students are still in the early adoption phase with e-textbook markup tools; highlighting is the only tool used by more than half of the students in the study.…”

Section: Ideas For Future Research On E-textbook Featuresmentioning

confidence: 99%

Effects of e-textbook instructor annotations on learner performance

et al. 2016

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With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks. One important feature offered by enhanced e-textbooks (etextbooks with interactive functionality) is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter. Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on the multiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning.

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“…There are some studies focusing on learning outcomes showing some positive effects on student performance in relation to printed textbooks in Korea and USA and on reading speed. (Lee et al 2015) A majority of the studies we found concerning some type of digital textbooks have studied students' attitudes in higher education towards using these artifacts; and the efficacy they might have on learning outcomes and student motivation; on how cDTB can provide digital tools for analysis of student behavior during learning; reading patterns and overall engagement with the content; self-guided and collective learning processes (Weisberg 2011;Rockinson-Szapkiw et al 2011, 2013Juncon and Clem 2015;Li and Tsai 2017;Romig 2017;Öngöz and Mollamehmetoglu 2017). A French study analyzed how math teachers design a digital mathematical textbook analyzing how the process is carried out (Gueudet et al 2016).…”

Section: Digital Resources or Digital Textbooks?mentioning

confidence: 99%

Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning

Kempe

Grönlund

2019

Educ Inf Technol

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Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital "book in a box"; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

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Predicting course outcomes with digital textbook usage data

Cited by 103 publications

References 33 publications

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Effects of e-textbook instructor annotations on learner performance

Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning

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