Lelia Burley-Sanford
Pronouns: she/her
Research Mentor(s): Vilma Mesa
Co-Presenter: Hao, Xinyi
Research Mentor School/College/Department: School of Education / Education
Presentation Date: April 20
Presentation Type: Poster
Session: Session 4 – 2:40pm – 3:30 pm
Room: League Ballroom
Authors: Lelia Burley-Sanford, Xinyi Hao, Vilma Mesa
Presenter: 99
Abstract
The way online, open-access, and open-source textbooks are used by teachers and students is an important area of research due to the vast implications it could have on the education system. Textbooks can be a tool that enables teachers to cultivate an environment where students learning is optimal. Using data from teachers at various institutions of higher education across thirty-five states within the United States, Mesa and colleagues independently identified teachers’ and students’ instrumentation of a specific interactive textbook feature—the questioning device—and found four teacher utilization schemes and three student utilization schemes (see Mesa, et al., 2021; Quiroz, et al., 2022). The present study aims to expand upon the knowledge of these two works, using teacher and student data from four teachers who taught with the same textbook for more than one term. The data includes open-ended, multiple choice, and ranking questions that were sent to the participants using three different undergraduate textbooks. We investigate the possible interactions between the students’ and the teachers’ instrumental genesis associated with the questioning devices, to see how much they influence each other, that is, how much teachers’ utilization schemes influence students’ utilization schemes and vice versa.
Social Sciences
