Students’ use and perception of textbooks and online resources in introductory physics

In this mixed-methods study of large enrollment introductory physics service courses, I investigated students’ perception and use of online education resources as supplements to course-provided materials and activities. Specifically, I focused on the increasing use of popular free online media resou...

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Autor principal:	Charles Ruggieri
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/2b29500c21504651a85977d8c9ce50a9
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spelling	oai:doaj.org-article:2b29500c21504651a85977d8c9ce50a92021-12-02T11:20:44ZStudents’ use and perception of textbooks and online resources in introductory physics10.1103/PhysRevPhysEducRes.16.0201232469-9896https://doaj.org/article/2b29500c21504651a85977d8c9ce50a92020-10-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020123http://doi.org/10.1103/PhysRevPhysEducRes.16.020123https://doaj.org/toc/2469-9896In this mixed-methods study of large enrollment introductory physics service courses, I investigated students’ perception and use of online education resources as supplements to course-provided materials and activities. Specifically, I focused on the increasing use of popular free online media resources such as YouTube and Khan Academy, and fee-based textbook solution repository services such as Chegg. In the quantitative portion of this study, I surveyed students from three courses on their textbook and online resource usage and found that most students relied primarily on online resources as they navigated the courses, and comparatively few used the textbook regularly. In the qualitative portion, I investigated the patterns and culture of textbook and online resource usage via semistructured interviews and found that students reported using online resources as supplements to, or in place of, the course-provided materials when engaging with online homework or studying for an exam. Students reported using online resources productively to guide learning efforts, but also acknowledged unproductive uses such as copying solutions to mitigate loss of assignment points. I provide suggestions for changes in course materials, practices, and expectations to better engage students in the course and in their learning.Charles RuggieriAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020123 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Charles Ruggieri Students’ use and perception of textbooks and online resources in introductory physics
description	In this mixed-methods study of large enrollment introductory physics service courses, I investigated students’ perception and use of online education resources as supplements to course-provided materials and activities. Specifically, I focused on the increasing use of popular free online media resources such as YouTube and Khan Academy, and fee-based textbook solution repository services such as Chegg. In the quantitative portion of this study, I surveyed students from three courses on their textbook and online resource usage and found that most students relied primarily on online resources as they navigated the courses, and comparatively few used the textbook regularly. In the qualitative portion, I investigated the patterns and culture of textbook and online resource usage via semistructured interviews and found that students reported using online resources as supplements to, or in place of, the course-provided materials when engaging with online homework or studying for an exam. Students reported using online resources productively to guide learning efforts, but also acknowledged unproductive uses such as copying solutions to mitigate loss of assignment points. I provide suggestions for changes in course materials, practices, and expectations to better engage students in the course and in their learning.
format	article
author	Charles Ruggieri
author_facet	Charles Ruggieri
author_sort	Charles Ruggieri
title	Students’ use and perception of textbooks and online resources in introductory physics
title_short	Students’ use and perception of textbooks and online resources in introductory physics
title_full	Students’ use and perception of textbooks and online resources in introductory physics
title_fullStr	Students’ use and perception of textbooks and online resources in introductory physics
title_full_unstemmed	Students’ use and perception of textbooks and online resources in introductory physics
title_sort	students’ use and perception of textbooks and online resources in introductory physics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/2b29500c21504651a85977d8c9ce50a9
work_keys_str_mv	AT charlesruggieri studentsuseandperceptionoftextbooksandonlineresourcesinintroductoryphysics
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Students’ use and perception of textbooks and online resources in introductory physics

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