Apr 20th, 1:00 PM - 4:00 PM
Learning Outcomes and Electronic Textbooks
The increased availability of distance learning and of electronic media in the classroom has increased the presence of electronic textbooks (e-texts) on the market. These textbooks are often offered at a reduced rate to the student and offer additional functionality, including advanced search features, practice problems and on-line tutorials. The additional functionality provided by many e-texts may allow e-text users to spend less time in achieving similar learning outcomes than their hard-bound textbook-using cohort. In answering this hypothesis, we hope to address the following questions: Do students make use of the additional e-text options, above and beyond what students with a hard-copy text would? Does the availability of an e-text increase the time that students spend studying course material and preparing for exams? If not, are students able to achieve the outcomes while spending less time preparing? Does the use of an e-text improve student recognition and comprehension of the key theories and tools in microeconomics? Does the use of an e-text improve the students’ ability to apply and synthesize microeconomic theory and to apply it to problems not directly addressed in the class? Does prior experience with e-texts aid the potential improvement in learning outcomes?