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- W2188096537 abstract "In this study, our goals were to examine the implementation and effectiveness of online textbooks in three different undergraduate engineering courses. We compared students’ attitudes and performance using surveys with Likert-type and open-ended questions conducted at three time points during the academic quarter, and preand post-course concept inventories. In one course, ME 422 (Mechanical Controls), we compared students’ attitudes and performance with a control group that used only the printed textbook. Linear regression analyses for this course indicated significant differences between the online and printed textbook groups, with consistently more favorable scores in attitudes in the latter group. These differences were apparent from the first survey and became more pronounced over time. Significant differences were also found across the three online textbook courses on multiple survey items measuring students’ usage and attitudes (p < .001). Preliminary findings suggest that student interaction with and attitude toward online textbooks differed based on the technical complexity of the course. The qualitative comments for the most technical course in the study (ME 422) indicated that the user interface and technical difficulties with entering symbolic solutions to the online environment were problematic. In contrast, students enrolled in IME 421 (Manufacturing Organizations), which covered general theory and used more case studies, had more favorable attitudes toward the online system. The remaining course, ME 302 (Introduction to Thermodynamics), while technical, did not typically require more than numerical solution input to the online environment, and showed responses that were generally intermediate between the other two courses." @default.
- W2188096537 created "2016-06-24" @default.
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- W2188096537 date "2011-01-01" @default.
- W2188096537 modified "2023-09-24" @default.
- W2188096537 title "AC 2011-1736: A STUDY OF ON-LINE TEXTBOOK USE ACROSS MUL- TIPLE ENGINEERING COURSES" @default.
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