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ERIC Number: EJ1219631
Record Type: Journal
Publication Date: 2019-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
EISSN: N/A
Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course
Jensen, Mark N.; Scharff, Mark N.
Journal of the Scholarship of Teaching and Learning, v19 n3 p49-64 Jun 2019
This study investigated the impact of incorporating e-reader texts and annotation tools in multiple sections of an upper level philosophy course (N Control = 98; NE-reader = 76). This study adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this study was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. Using both quantitative and qualitative data, we tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students' critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: US Air Force Academy (USAFA) (DOD)
Authoring Institution: N/A
Grant or Contract Numbers: N/A