July 26, 2021
July 26, 2021
July 19, 2022
Collegiate education requires a multi-faceted instructional approach both within and outside the classroom to effectively build student comprehension and competency. There are well-documented in-class activities that increase student engagement and learning, such as in-person and computer-based think-pair-share activities and polling [1-3]. There are also complementary out-of-class activities that augment in-class learning by fortifying key concepts. Flipped course formats within traditional synchronous and asynchronous instruction, and more recently the use of Makerspaces are examples of these activities [4-10]. An often-overlooked area of out-of-class instruction is the ability to effectively utilize a textbook throughout the various stages of learning. To this end, an interactive textbook was developed in the Top Hat, implemented in a sophomore-level Statics and Mechanics of Materials course, and surveys were conducted to better understand student perceptions, understanding and
The text was built in a concept-example-question format, based on Cognitive Load Theory (CLT), where concepts were introduced conceptually, graphically, and mathematically. This introduction was followed by illustrative examples. Embedded questions test the understanding of, and competency with, the online textbook material. Thus, within the text alone, students had multiple exposures to the content, reinforcing the conversion of short-term memory to long-term memory recall . Additionally, the text was co-authored by a student who had recently taken the course and who was able to provide insight into which concepts and aspects of the course their peers struggled with.
One of the novel aspects of this text are embedded questions, which bridged in-class and out-of-class instruction. Students were assigned portions of the text as reading assignments and were required to answer embedded questions. Embedded questions are adaptable by the instructor as to provide help if a student answers incorrectly, to allow multiple answer attempts, to provide instantaneous feedback in the form of showing the correct solution after the last attempt, and to count as participation and/or correctness points. Top Hat's platform tracks student performance and notifies the instructor of questions with low averages such that remedial measures can be introduced at different points in the learning process, such as during class. The implementation of the concept-example-question format, coupled with the uniqueness of Top Hat's embedded question feedback mechanisms, provides a high level of interactivity and engagement not available within conventional texts.
To ascertain the effectiveness of an interactive text on student learning, engagement and satisfaction, a mixed-methods study was performed involving four different sections of the course. The interactive text was implemented in three of the sections, while a single section utilized a traditional text. A survey composed of both open- and closed-ended questions was administered to each section at the end of the semester, and was used to gauge student interest, engagement, and perceptions of the textbook. Preliminary results indicate a high level of student satisfaction and favorable attitudes toward the extent and frequency of interactivity. Students have indicated they feel confident and competent with the course material by having recurrent interaction and instant feedback regarding their comprehension and understanding.
Barry, M. M., & Wismer, S. E., & Kerzmann, T. L., & Dosse, L. A. (2021, July), Development of an Interactive TopHat Textbook for Engaged Learning Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/36968
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015