e‐Textbooks

Dobler, Elizabeth

doi:10.1002/jaal.391

Cited by 66 publications

(35 citation statements)

References 34 publications

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“…Thus, instructor annotations may encourage students to annotate more. As Dobler (2015) claims, students' skill with enhanced features of etextbooks cannot be assumed based on appearances of being good at using digital devices and social networking tools. Ultimately, more research is needed to study the impact of instructor annotations on students' annotating behavior.…”

Section: Discussionmentioning

confidence: 99%

Effects of e-textbook instructor annotations on learner performance

et al. 2016

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With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks. One important feature offered by enhanced e-textbooks (etextbooks with interactive functionality) is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter. Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on the multiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning.

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Section: Discussionmentioning

confidence: 99%

Effects of e-textbook instructor annotations on learner performance

et al. 2016

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“…Students may be more likely to engage with and perceive as useful technologies with which they are already familiar; alternatively, they may have a strong preference for print-based texts based on prior experiences. A variety of factors are at play here: familiarity with and comfort levels of the medium or platform (Baek and Monaghan 2013;Chen et al 2014;Weisberg 2011), the cultural attitudes of learners (Kretzschmar et al 2013), the subject matter (John 2014), the length of text ( Students may declare their preference for print-based texts over e-texts, but they can also appreciate using a combination of the two (Dobler 2015;Falc 2013;Mizrachi 2015;Singer and Alexander 2016). While students overall appear to prefer printbooks, they are also satisfied with e-texts (Jeong 2012).…”

Section: The Importance Of Preference and Familiaritymentioning

confidence: 99%

“…While students overall appear to prefer printbooks, they are also satisfied with e-texts (Jeong 2012). Reasons for a preference for print-based texts can be the following: students may feel more easily distracted when reading e-texts (Dobler 2015); students perceive e-texts' page-to-page navigation tools as poor and the speed of page loading as slow (Muir and Hawes 2013); and students also encounter various technical difficulties when learning with e-texts, leading to frustration (Falc 2013). Print-based texts are also considered superior for studying large sections of text (Baek and Monaghan 2013).…”

Section: The Importance Of Preference and Familiaritymentioning

confidence: 99%

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Ross

Pechenkina²,

Aeschliman³

et al. 2017

Research in Learning Technology

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This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based ('traditional') texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.

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“…For example, Margolin, Driscoll, Toland, and Kegler's (2013) quantitative study of college students found no significant differences in the reading comprehension of students who read texts on paper, as PDFs, and with an e-reader. However, Dobler's (2015) qualitative study with equally skilled college-level readers had more mixed results, again highlighting the need for teachers to model effective strategies and acknowledge that students' personal experiences with reading influence their approaches to digital texts.…”

Section: Feature Articlementioning

confidence: 99%

Learning From High School Students’ Lived Experiences of Reading E‐Books and Printed Books

Evans¹

2017

J Adolescent & Adult Lit

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E‐book sales are down nationwide, and younger readers are proving to be surprisingly persistent in their preference for printed books. Although 66% of schools nationwide offer e‐books, adoption is growing at a slower than expected rate. This study takes a closer look at high school students’ experiences as they read John Steinbeck's fictional novella Of Mice and Men, some using e‐books and others using printed texts. Using a phenomenological approach to data collection and interpretation allowed for a focus on the lived experiences of the students; results showed that students’ experiences were affected by factors such as the time and place of reading, the physical structure of the text, and the ways that others in the social context relate to the text. These factors are often hidden influences that teachers should take into consideration when assigning texts.

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e‐Textbooks

Cited by 66 publications

References 34 publications

Effects of e-textbook instructor annotations on learner performance

Effects of e-textbook instructor annotations on learner performance

Print versus digital texts: understanding the experimental research and challenging the dichotomies

Learning From High School Students’ Lived Experiences of Reading E‐Books and Printed Books

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