Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses

Tufan Adiguzel; Tayfun Kamit; Bulent Ertas

doi:10.30935/cet.660725

Tufan Adiguzel ¹ ^* , Tayfun Kamit ², Bulent Ertas ¹

More Detail

CONT ED TECHNOLOGY, Volume 11, Issue 2, pp. 143-158

https://doi.org/10.30935/cet.660725

OPEN ACCESS 2202 Views 1038 Downloads

Download Full Text (PDF)

Abstract

This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.

Keywords: blended learning, e-books, engineering education, math, science

References

Alonso, F., Manrique, D., Martinez, L., & Vines, J. M. (2011). How blended learning reduces underachievement in higher education: An experience in teaching computer sciences. IEEE Transactions on Education, 54(3), 471-478. https://doi.org/10.1109/TE.2010.2083665
Andersen, K., Geirsdottir, G., Thorsteinsson, S. E., Thorbergsson, H., & Gudmundsson, K. S. (2018). Engineering education case studies: Engaging students in blended learning. IEEE International Professional Communication Conference, 2018-July, 203-206. https://doi.org/10.1109/ProComm.2018.00047
Benoit, A. M. (2018). Textbook affordability and student acceptance of etextbooks: An institutional case-study. Canadian Journal for the Scholarship of Teaching and Learning, 9(2), 1-29. https://doi.org/10.5206/cjsotl-rcacea.2018.2.3
Bonk, C. J., & Kim, K.-J. (2004). Future directions of blended learning in higher education and workplace learning settings. Retrieved from www.pfeiffer.com
Christie, M., & Jurado, R. G. (2009). Barriers to innovation in online pedagogy. European Journal of Engineering Education, 34(3), 273-279. https://doi.org/10.1080/03043790903038841
Creswell, J. W., & Plano, L. C. V. (2018). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Demetriadis, S., & Pombortsis, A. (2007). e-lectures for flexible learning: A study on their learning efficiency. Educational Technology and Society, 10(2), 147-157.
Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Internet and Higher Education, 8(2), 111-130. https://doi.org/10.1016/j.iheduc.2005.03.002
Evenhouse, D., Patel, N., Gerschutz, M., Stites, N. A., Rhoads, J. F., Berger, E., & DeBoer, J. (2018). Perspectives on pedagogical change: Instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum. European Journal of Engineering Education, 43(5), 664-678. https://doi.org/10.1080/03043797.2017.1397605
Fischer, L., Hilton, J., Robinson, T. J., & Wiley, D. A. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students. Journal of Computing in Higher Education, 27(3), 159-172. https://doi.org/10.1007/s12528-015-9101-x
Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students’ learning outcomes. European Journal of Engineering Education, 38(4), 359-369. https://doi.org/10.1080/03043797.2013.766679
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Graham, C. R. (2010). Blended learning systems: Definition, current trends, and future directions. The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18(3), 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003
Joo, Y. J., Park, S., & Shin, E. K. (2017). Students’ expectation, satisfaction, and continuance intention to use digital textbooks. Computers in Human Behavior, 69(C), 83-90. https://doi.org/10.1016/j.chb.2016.12.025
Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012). Supporting engineering students’ thinking and creative problem solving through blended learning. Procedia - Social and Behavioral Sciences, 56(2012), 117-125. https://doi.org/10.1016/j.sbspro.2012.09.638
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers and Education, 56(3), 818-826. https://doi.org/10.1016/j.compedu.2010.10.023
Martin, M. T., Belikov, O. M., Hilton III, J., Wiley, D., & Fischer, L. (2017). Analysis of student and faculty perceptions of textbook costs in higher education. Open Praxis, 9(1), 79. https://doi.org/10.5944/openpraxis.9.1.432
Martínez-Caro, E., & Campuzano-Bolarín, F. (2011). Factors affecting students’ satisfaction in engineering disciplines: Traditional vs. blended approaches. European Journal of Engineering Education, 36(5), 473-483. https://doi.org/10.1080/03043797.2011.619647
Millar, M., & Schrier, T. (2015). Digital or printed textbooks: Which do students prefer and why? Journal of Teaching in Travel and Tourism, 15(2), 166-185. https://doi.org/10.1080/15313220.2015.1026474
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers and Education, 75, 185-195. https://doi.org/10.1016/j.compedu.2014.02.011
Reynolds, R. (2011). Trends influencing the growth of digital extbooks in US higher education. Publishing Research Quarterly, 27(2), 178-187. https://doi.org/10.1007/s12109-011-9216-5
Strother, E. A., Brunet, D. P., Bates, M. L., & Gallo III, J. R. (2009). Dental students’ attitudes towards digital textbooks. Journal of Dental Education, 73(12), 1361-1365.
U. S. Department of Education. (2019). Enrollment and employees in postsecondary institutions, fall 2017; and financial statistics and academic libraries, fiscal year 2017 first look (provisional data). 32. Retrieved from https://nces.ed.gov/pubs2019/2019021REV.pdf
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.
Weisberg, M. (2011). Student attitudes and behaviors towards digital textbooks. Publishing Research Quarterly, 27(2), 188-196. https://doi.org/10.1007/s12109-011-9217-4
Yigit, T., Koyun, A., Yuksel, A. S., & Cankaya, I. A. (2014). Evaluation of blended learning approach in computer engineering education. Procedia - Social and Behavioral Sciences, 141(2014), 807-812. https://doi.org/10.1016/j.sbspro.2014.05.140
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage Publications.

Citation

Adiguzel, T., Kamit, T., & Ertas, B. (2020). Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. Contemporary Educational Technology, 11(2), 143-158. https://doi.org/10.30935/cet.660725

Adiguzel, T., Kamit, T., and Ertas, B. (2020). Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. Contemporary Educational Technology, 11(2), pp. 143-158. https://doi.org/10.30935/cet.660725

Adiguzel T, Kamit T, Ertas B. Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. CONT ED TECHNOLOGY. 2020;11(2), 143-158. https://doi.org/10.30935/cet.660725

Adiguzel, Tufan, Tayfun Kamit, and Bulent Ertas. "Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses". Contemporary Educational Technology 2020 11 no. 2 (2020): 143-158. https://doi.org/10.30935/cet.660725

Adiguzel, Tufan et al. "Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses". Contemporary Educational Technology, vol. 11, no. 2, 2020, pp. 143-158. https://doi.org/10.30935/cet.660725

Adiguzel T, Kamit T, Ertas B. Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. CONT ED TECHNOLOGY. 2020;11(2):143-58. https://doi.org/10.30935/cet.660725