TY  - JOUR
AB  - Purpose– This study aims to add to the body of literature by examining students’ satisfaction with e-textbooks. As higher education evolves, one instructional tool, the classic textbook, is undergoing various transformations. In today’s classrooms, many e-textbooks are in use and there are implications. Design/methodology/approach– A researcher-developed instrument measured 115 undergraduate students’ satisfaction levels for e-textbooks used in two courses, and a learning styles instrument was given to identify student learning preferences. Findings– Through factor analysis, a few dimensions emerged regarding factors related to satisfaction. The factors included features, usability and learning facilitation provided by the e-textbooks. In general, students had a moderately above-neutral, positive attitude toward the e-textbooks. Gender, grade point average, time spent weekly reading e-textbooks and a few learning style tendencies can significantly predict, to some extent, different dimensions of satisfaction. Practical implications– Usability design of e-textbooks plays a key role in student satisfaction toward digital materials. Moreover, instructors need to use meaningful instructional activities as they adopt the usage of e-textbooks. Originality/value– The findings can help shed light on ways to enable students to become more satisfied with digital textbooks and can help policymakers and instructors evaluate and effectively adopt the appropriate digital materials to meet individual needs.
VL  - 5
IS  - 3
SN  - 2053-4620
DO  - 10.1108/JSTPM-04-2014-0016
UR  - https://doi.org/10.1108/JSTPM-04-2014-0016
AU  - Hao Yungwei
AU  - Jackson Kathy
PY  - 2014
Y1  - 2014/01/01
TI  - Student satisfaction toward e-textbooks in higher education
T2  - Journal of Science & Technology Policy Management
PB  - Emerald Group Publishing Limited
SP  - 231
EP  - 246
Y2  - 2024/04/25
ER  -