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Book part
Publication date: 25 January 2013

Susan Stites-Doe, Patricia E. Maxwell and Jennifer Little Kegler

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The…

Abstract

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Open Access
Article
Publication date: 2 August 2021

Kim Roberts, Angela Benson and Jamie Mills

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials…

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Abstract

Purpose

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials to evaluate their effectiveness. The purpose of this paper is to identify and analyze instructors’ levels of use (LoU) of e-textbook features and innovations at a southeastern US community college. This study also evaluated the effectiveness of e-textbooks compared to paper textbooks on student achievement during a pilot period of e-textbook implementation.

Design/methodology/approach

Using a survey research design, the LoU of the Innovation framework was applied to identify and analyze instructors’ LoU rankings for eight e-textbook features. The study also used historical data on student demographics and final course grades to evaluate student achievement between text formats. Descriptive and inferential statistics were used to answer the research questions.

Findings

Results showed that e-textbook features were used at a low to non-existent level by instructors and that there was no significant difference in grade average between text formats among students. However, interactions between text format, age and gender were found.

Originality/value

This study added to the body of knowledge regarding e-textbook efficacy. While many studies stop with the conclusion that there is no difference in student outcomes between text formats, this study addressed a gap in literature on how to improve student performance with e-textbook technology by using the LoU of an innovation framework.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 26 August 2014

Dimitrios Kouis and Nikolaos Konstantinou

The purpose of this paper is to study advantages and challenges of electronic academic textbook (e-textbook) for the Hellenic higher education and the publishing…

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Abstract

Purpose

The purpose of this paper is to study advantages and challenges of electronic academic textbook (e-textbook) for the Hellenic higher education and the publishing community. In the higher education domain, the shift to e-textbook adoption entails numerous benefits. However, reluctance is noted in students as well as in publishers, impeding the faster realisation of this change. Decision-makers (such as the Ministry of Education and university administrations) need actual survey data to plan and perform the best strategy plan for the transition to the e-textbook era.

Design/methodology/approach

Two different surveys took place among higher education students and academic textbook publishers in Greece. More specifically, the purpose of these surveys was twofold: first, to identify both students’ and local publishers’ views towards the e-textbooks as the near-future successor of printed books. Second, the results of the in-depth study will enable the proposal of certain solutions for the Hellenic higher education textbook system, which has reached an economic and functional deadlock. Our findings will also be easily adopted by other similar educational system across Europe.

Findings

Our findings reflect a situation where e-textbooks will replace the printed books, but not in the near future, as both technology providers and publishers have to overcome many technical obstacles. Students are expecting the transition to occur soon, but still remain very reluctant about the inconvenience which might be caused to their reading habits.

Originality/value

The results are unique and in alignment with similar surveys in other educational systems.

Details

Library Review, vol. 63 no. 6/7
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 18 February 2019

Amy Ragan, Jenna Kammer, Charlene Atkins and Rene Burress

The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using…

1996

Abstract

Purpose

The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits.

Design/methodology/approach

Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions.

Findings

The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase.

Research limitations/implications

This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use.

Practical implications

Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience.

Originality/value

This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.

Details

Library Hi Tech, vol. 37 no. 2
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 16 March 2015

David James Johnston, Selinda Adelle Berg, Karen Pillon and Mita Williams

The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with…

1702

Abstract

Purpose

The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with e-textbooks from Flat World Knowledge (FWK) and Nelson Education during a two year campus pilot.

Design/methodology/approach

Students enrolled in one of 11 classes involved in the library’s e-textbook pilot were recruited to complete an online survey including questions related to the perceived usefulness and perceived ease of use of electronic textbooks, as well as their general habits with the textbook. This study uses the Technology Acceptance Model as a framework for analysis.

Findings

Students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot. While research suggests that students prefer for print over electronic in some contexts, students rarely acted on that preference by seeking out available alternative print options. Student experience with the open/affordable textbook (FWK) was very comparable to that of the high cost commercial text (Nelson).

Originality/value

While previous research suggests that students have a general preference for textbooks in print rather than electronic, the study suggests that preference may not dictate the likelihood that students will use print options. Students appear to be willing and able to easily make use of the content and functions in their e-textbooks. Despite overall positive reviews for the e-textbooks, students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot.

Details

Library Hi Tech, vol. 33 no. 1
Type: Research Article
ISSN: 0737-8831

Keywords

Open Access
Article
Publication date: 1 December 2015

Sebah Al-Ali and Azim Ahmed

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper…

Abstract

As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 2
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 31 August 2018

Darija Pešut

This paper is part of an extensive research conducted as part of a doctoral thesis. The purpose of this paper is to collect and present the comprehensive list of e-textbook

Abstract

Purpose

This paper is part of an extensive research conducted as part of a doctoral thesis. The purpose of this paper is to collect and present the comprehensive list of e-textbook characteristics acquired from research in the English as a foreign language (EFL) subject area in Croatian higher education and present a useful checklist in the form of a conceptual model for e-textbook creation.

Design/methodology/approach

Literature was reviewed with the aim of collecting published e-textbook characteristics which were then combined with the characteristics obtained from research data. The data were collected through four distinct online questionnaires on the Survey Monkey platform.

Findings

Teaching EFL requires the use of different materials, authentic and specifically published for this purpose. The research results are used to discuss the possibility of blending all materials into one electronically published unit by considering the proposed e-textbook characteristics. The presented conceptual model for e-textbook creation can be used as a foundation for e-textbook design and evaluation in all subject fields.

Originality/value

The paper presents a list of e-textbook characteristics as an extensive list which can be applied in e-textbook design and evaluation in any subject field.

Details

Information and Learning Science, vol. 119 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 30 September 2014

Yungwei Hao and Kathy Jackson

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…

Abstract

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.

Details

Journal of Science & Technology Policy Management, vol. 5 no. 3
Type: Research Article
ISSN: 2053-4620

Keywords

Article
Publication date: 6 July 2018

Ping Man Samuel Choi and Sze Sing Lam

The purpose of this paper is to outline a hierarchical model for developing essential e-textbook functionality and to offer important insight for e-textbook designers.

Abstract

Purpose

The purpose of this paper is to outline a hierarchical model for developing essential e-textbook functionality and to offer important insight for e-textbook designers.

Design/methodology/approach

Guided by the SAMR model, five hierarchical functional layers are proposed in the development process for e-textbook to enable more effective and efficient teaching and learning.

Findings

Moving up from the substitution to transformation level, each layer extends the functionality of the underlying layers to unveil new features that support the learning processes and gradually transform e-textbooks from a self-directed informal learning tool to become a formal learning platform.

Originality/value

The hierarchical model provides e-textbook designers and developers with a guideline on how to surpass the present state of e-textbooks and offer additional value-added features for learners. The required technologies for each layer are also discussed.

Details

Interactive Technology and Smart Education, vol. 15 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 April 2014

Roger Duncan Selby, Korey P. Carter and Stuart H. Gage

A survey of students in different undergraduate majors and years asked where they bought their textbooks, the types of electronic devices they used, and their post-class…

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Abstract

Purpose

A survey of students in different undergraduate majors and years asked where they bought their textbooks, the types of electronic devices they used, and their post-class use of textbook material. The research goal was to determine the groups of students likely most receptive to e-textbooks and to assess the potential environmental benefits of e-textbook adoption. The paper aims to discuss these issues.

Design/methodology/approach

The student population of freshmen and juniors registered at Michigan State University were surveyed via e-mail/online in summer 2010. 477 freshmen (7.8 percent of surveyed) and 652 juniors (10.2 percent of surveyed) responded. Responses were grouped together into seven categories by student major.

Findings

Surveyed students used far more print textbooks than e-textbooks. Laptops were the dominant student device and their future promise for e-textbook use is limited. The higher-than-expected rate of e-waste generation by students indicates that the environmental benefits of e-textbook adoption may be limited without improvements in e-waste management. However, results suggest that students from all majors and years were willing to experiment with different textbook vendors, so if functionality and cost incentives are improved, e-textbook adoption will likely be a widespread campus phenomenon.

Originality/value

Research on e-textbooks often focuses on educational value or student preference; this research instead provides results assessing whether current e-device use on campus will support e-textbooks and whether adopting e-textbooks will have an environmental benefit over print textbooks. The study also reveals that many students learn to adapt their purchasing behavior with experience, and that this trend is widespread throughout all majors.

Details

International Journal of Sustainability in Higher Education, vol. 15 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

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