E-books or textbooks: Students prefer textbooks

Woody, William Douglas; Daniel, David B.; Baker, Crystal A.

doi:10.1016/j.compedu.2010.04.005

Cited by 384 publications

(286 citation statements)

References 9 publications

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“…Many teachers mentioned both the students and themselves as being motivated by the use of digital tools. Unlike the reports from Woody et al (2010) and Daniel and Woody (2013), most students were thus positive about learning with DTB.…”

Section: Discussioncontrasting

confidence: 42%

“…In contrast, challenges to DTB include a lack of student preference for e-books generally, which does not seem to be positively affected by greater familiarity (Sheppard et al 2008;Woody et al 2010;Yalman 2014). It is also reported that reading time increases significantly (Daniel and Woody 2013.…”

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 93%

“…The bulk of traditional research on educational uses of e-books (digital books in general) and DTB (digital textbooks produced for educative purposes but lacking in collaborative options) focuses on students' individual uses and perceived or measured outcomes in terms of, for example, grades, scores or reading speed (Daniel and Woody 2013;Sheppard et al 2008;Woody et al 2010;Yalman 2014;). This echoes the research literature on ICT in education in general -and even more so, the media debate -where digital tools are often seen as automatons replacing the teacher in guiding students through individual learning, rather than as tools in a learning process where the teacher is also present and active.…”

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

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No name, no game: Challenges to use of collaborative digital textbooks

2017

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Collaborative digital textbooks -comprehensive materials covering entire curriculums -are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh-and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

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Section: Discussioncontrasting

confidence: 42%

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 93%

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

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No name, no game: Challenges to use of collaborative digital textbooks

2017

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“…There is still a lack of consensus with regards to the real advantages of e-textbooks as opposed to print textbooks. As suggested by Woody, Daniel and Baker (2010), more research is needed to determine the suitability of etextbooks as learning tools. Only then can academics recommend or require them as a substitute for print textbooks.…”

Section: Resultsmentioning

confidence: 99%

The battle of the e-textbook: Libraries’ role in facilitating student acceptance and use of e-textbooks

Wiese

Plessis

2015

South African Journal of Libraries and Information Science

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“…This fact reveals the easy access students currently have to both formats, but preferably to the choice of the printed type. The reasons to support this election are based on the possibility of making handwritten notes on page, carrying the document without electric power consumption or physically transferring the material to student peers 9 . It could also depend on the student's socioeconomic status and the chance of owning a portable and ergonomic electronic device (tablet or touch phone) to freely carry the document 10 .…”

Section: Discussionmentioning

confidence: 99%