A Survey Of Professor Acceptance And Use Of E-Textbooks In Higher Education

Brown, Randy C.

doi:10.19030/cier.v6i2.7731

Cited by 10 publications

(13 citation statements)

References 20 publications

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“…Granted, the introduction of different options for provision and access of resources for students is not necessarily straightforward. As Brown (2013) notes when commenting upon the use of e-textbooks, as one possibility of an alternative to hard copy textbooks, "just because we can do something does not mean we should" (p. 220).…”

Section: Discussionmentioning

confidence: 99%

Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

Stein¹,

Hart²,

Philippa³

et al. 2017

Open Praxis

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The rising cost of textbooks is influencing students' choice of courses, as well as the quality of their learning experience once they are enrolled in a course, according to recent studies. This paper builds on those studies by exploring the possible effects that textbook costs may be having on study behaviours of students at one New Zealand tertiary institution: University of Otago. Perceptions of undergraduate students (n-811) about cost of, and access to, textbooks and possible influences on their study behaviours were gathered through a questionnaire. Results showed that students: are more likely to buy textbooks than access them through libraries; experienced purchasing expensive textbooks that were rarely used; questioned the value of textbooks; described alternative resource-seeking behaviours; and are heavily reliant on alternatives suggested by lecturers. Perceptions about affordability and academic value, access issues and consequential influences on study-related behaviours and attitudes are discussed.

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Section: Discussionmentioning

confidence: 99%

Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

Stein¹,

Hart²,

Philippa³

et al. 2017

Open Praxis

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“…Faculty appreciated having portable access to content, electronic citations and digital images, yet felt unsure of the technological capabilities of the e‐textbook platform and indicated a desire for increased assistance and support for its use. Brown also surveyed professor acceptance and use of e‐textbooks in higher education and found similar sentiments; he acknowledged that there is limited instructor experience with the use of e‐textbooks and their preference continues to remain with printed textbooks. Platform components such as searching and cross‐referencing were seen by students and faculty as convenient features; however, many cited physical strain, notably eye strain, with the associated increase in screen time.…”

Section: Discussionmentioning

confidence: 87%

“…The authors recognized that although there is a shift in dental education towards online textbooks, their students did not support the change. 21 Many institutions of higher education have started adopting the use of electronic textbooks in their programming, 6,[26][27][28] and similar to attitudes identified in students, faculty have met the shift with mixed perceptions. In a study conducted by Stein et al, 26 results revealed that faculty both supported and hesitated in their adoption of electronic textbooks.…”

Section: Introductionmentioning

confidence: 99%

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform

Pratt

Green

Rasmussen

et al. 2019

Int J Dental Hygiene

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Objective Transitioning to interactive e‐textbooks has been considered revolutionary for enhancing student learning. However, adopting this technology has been met with hesitation. This study investigates student and faculty attitudes and utilization of mandatory e‐textbooks in a dental hygiene program. Methods In 2017, an online questionnaire was distributed to students and a focus group was conducted with faculty to examine their perspectives about using VitalSource™. Using a 5‐point Likert scale with five indicating strongly agree, the questionnaire examined convenience; compatibility with learning style; perceived enjoyment; and usefulness. Open‐ended questions captured benefits and challenges. The focus group gathered faculty perspectives. Questionnaire data were analysed using descriptive statistics. Data from the open‐ended questionnaire questions and focus group transcript followed a narrative analysis process. Results Survey response was 48% (n = 105). Students scored all factors below neutral. Results from four categories showed convenience (M = 2.75, SD = 0.92); compatibility (M = 1.93, SD = 0.83); perceived effectiveness (M = 2.15, SD = 0.90); and perceived usefulness (M = 2.36, SD = 1.04). A high correlation between all factors suggests they were uniformly rated by students. Majority of students (71%) did not use a textbook greater than once a month. Narrative analysis revealed few benefits; challenges included technical glitches, eyestrain, cost and inability to choose books as desired. Faculty's perspectives aligned with the students, but they appreciated portability of texts and quality of clinical images. Conclusions Students strongly disliked the platform and the online medium and do not frequently access e‐textbooks but rely on PowerPoint handouts for studying. Faculty felt e‐textbooks do not align with positive learning experiences.

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“…Similarly, a study conducted in Japan in 2015 reported that the share of e-titles in Japanese book market was only 6% [7]. Brown [8] claims that, although e-books are gaining popularity, their acceptance is not yet universal. A study of teenage female students in Singapore showed that 82.5% of them preferred print books for leisure reading [9].…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions and E-book Use Behavior of University Students

Majid¹,

Chenqin²,

Chang³

et al. 2019

IJDS

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In recent years, e-books have gained tremendous popularity due to many advantages associated with them. The main objective of this study was to investigate students' perceptions of e-books and their use behavior. The data was collected through an online questionnaire and 152 students from three public universities in Singapore participated in this study. Data analysis revealed that a majority of the students (73.7%) preferred using print books for their studies. However, a split response was recorded for research and leisure reading, where around 52% of the students preferred reading ebooks. The major advantages of e-books, as perceived by the students, were: the ability to store many e-books in personal devices, convenience of using e-books, and no need to go to a physical library. Some disadvantages associated with ebooks were: eye strain, poor quality of scanned ebooks, and small screen size of smartphones. Data analysis also revealed that many students were using e-books because no other choice was available to them. The finding of this study will be useful to academic libraries in developing more balanced and suitable library resources.

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A Survey Of Professor Acceptance And Use Of E-Textbooks In Higher Education

Cited by 10 publications

References 20 publications

Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

Dental hygiene students and faculty attitudes and utilization of a single source electronic textbook platform

Perceptions and E-book Use Behavior of University Students

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