Early Reading as a Success and Engagement Indicator in College Education

• In Event: Forecasting and Supporting Success in Computer-Based Learning Environments

Abstract

Student engagement with textbooks is vital for learning and success in college. However, reading compliance is reportedly low among college students. Using the undergraduate level e-textbook reading behavior data from a large public university, this study examined whether reading behaviors (page views, highlights, notes, questions) in the first four weeks would predict the later term reading engagement and student achievement. The results of the multi-level modeling analyses using data from 133 courses over four semesters (12,431students) showed that early term access (numbers of days and percentage of page views) were significant predictors of later term reading and final course grade. On the other hand, student and instructor markup activities were not found to predict reading engagement and student achievement.

Authors

• Serdar Abaci, Indiana University

• Joshua Quick, Indiana University - Bloomington