If you’re teaching in today’s postsecondary classrooms—whether online, hybrid, or in person—you’ve likely wrestled with a familiar set of challenges: How do you keep students actively engaged with your learning materials? How do you help learners better track their progress and provide meaningful feedback at scale?
Research has shown that interactive learning materials are important because they provide opportunities for students to practice, test their knowledge, and get immediate feedback on learning progress. That’s where Pressbooks Results comes in. Our grade passback solution builds on the power of interactive H5P activities—like quizzes, reflections, and problem-solving tasks—embedded right in your course materials. These activities are fully trackable through seamless LMS gradebook integration, making it simple for instructors to build formative assessments directly into course content and for students to become more self-directed in their learning.
We recently sat down with a panel of faculty users to explore their experiences with Pressbooks Results. They shared compelling stories about how they are using it to support flipped classrooms and active learning, provide more flexibility to students with demanding schedules, and build confidence through low stakes formative assessments.
Reducing Course Withdrawals with Flexible, Affordable Learning Materials
Philip Sookram, Associate Professor of Accounting, Saint Peter’s University
Quick Overview
- Phil’s focus is on making accounting — a traditionally difficult and cumulative subject — learnable in a compressed timeline (45 days).
- His use of Pressbooks Results centers on creating flexible learning for students balancing internships, jobs, and other responsibilities.
- A key outcome is a reduction in DFW (drop/fail/withdrawal) rates through a self-paced, mastery-driven model.
Read Phil’s full story 👇
Reducing Course Withdrawals with Flexible, Affordable Learning Materials
Enhancing Language Acquisition through Interactive, Scaffolded Practice
Kate Neff, Senior Lecturer and Director of the Spanish Language Program, University of Virginia
Quick Overview
- Kate uses Pressbooks Results to embed regularly-spaced, low-stakes H5P activities directly into her Spanish course materials.
- Her focus is on scaffolded learning, frequent practice, and formative feedback to build language skills steadily over time. She specifically addresses common barriers in second language learning, like fear of making mistakes and the need for repeated exposure and reinforcement.
- By using Pressbooks Results, she can track and intervene early when students struggle with vocabulary, grammar, or comprehension — key pillars in a cumulative skill-building course like Spanish.
Read Kate’s full story 👇
Enhancing Language Acquisition through Interactive, Scaffolded Practice
Empowering Faculty to Create Interactive Learning Materials without Publisher Dependency
Rebecca Lindsay, Instructional Designer & History Instructor, Utah Valley University
Quick Overview
- Rebecca is both an instructor and an instructional designer focused on faculty empowerment.
- She is working to build institutional capacity through the use of Pressbooks: helping UVU faculty create, customize, and maintain their own textbooks and activities.
- She addresses both student engagement and faculty autonomy, providing cost-free resources while giving faculty creative control over their content and assessments.
Read Rebecca’s full story 👇
Empowering Faculty to Create Interactive Learning Materials without Publisher Dependency
Managing Large Enrollment with Individualized, Interactive Learning Experiences
Cameron Ford, Associate Professor of Entrepreneurship, University of Central Florida
Quick Overview
- Cameron teaches high-enrollment courses (400-800 students) where every student must develop and pitch their own startup idea — an individualized project in a massive class.
- He uses Pressbooks Results to “flip” his classroom: ahead of each class, interactive video content prepares students with foundational knowledge so they can participate effectively in personalized coaching and active learning.
- Autograding saves time and allows Cameron and his GTAs to focus on engaging students individually, while compulsory assessment settings motivate students to study more efficiently and effectively.
Read Cameron’s full story 👇
Managing Large Enrollment with Individualized, Interactive Learning Experiences