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Reading Anytime: Do Students Complete Missed Readings After the Due Date When Using an Interactive Textbook for Material and Energy Balances?

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Teaching and Assessment in Chemical Engineering

Tagged Division

Chemical Engineering

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/1-2--33224

Permanent URL

https://peer.asee.org/33224

Download Count

158

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Paper Authors

biography

Matthew W. Liberatore University of Toledo Orcid 16x16 orcid.org/0000-0002-5495-7145

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Matthew W. Liberatore is a Professor of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning, reverse engineering online videos, and interactive textbooks. His website is: http://www.utoledo.edu/engineering/chemical-engineering/liberatore/

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Kayla Chapman University of Toledo

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Abstract

Big data is driving decision making in many industries, and similar, quantitative assessments can be applied to engineering education when appropriate tools are deployed. In this study, a fully interactive online textbook, Material and Energy Balances zyBook, has been used to quantify reading and homework scores. In total, three cohorts of data representing over 280 students and almost 300,000 reading interactions are aggregated in this work. Recently presented results found median reading rates as high as 99% for over 1,300 interactions per student. However, all previously reported reading data was taken when reading assignments were due throughout the semester. New reading data taken at the conclusion of the semester found that many students completed reading without the incentive of earning a course grade. Both 1st quartile (capturing 75% of the class) reading rates and the fraction of the class completing 100% of the reading participation increased significantly after the due date. Additional reading after the due date encompassed 30 to 50 clicks by median and over 400 interactions for some students.

Liberatore, M. W., & Chapman, K. (2019, June), Reading Anytime: Do Students Complete Missed Readings After the Due Date When Using an Interactive Textbook for Material and Energy Balances? Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33224

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