E-textbooks at what cost? Performance and use of electronic v. print texts

Daniel, David B.; Woody, William Douglas

doi:10.1016/j.compedu.2012.10.016

Cited by 219 publications

(183 citation statements)

References 18 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: 67%

“…As noted by several studies, such benefits reported include flexibility, accessibility and attractiveness (Daniel and Woody 2013;Fletcher et al 2012;Weisberg 2011). Findings from studies in higher education indicate that textbooks are generally considered to be reliable tools providing creditable information that supports and enhances students' understanding of critical concepts (Knight 2015).…”

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

“…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%

“…It is also reported that reading time increases significantly (Daniel and Woody 2013. A further challenge is that many teachers received their training before mobile technologies entered the educational arena, which may lead to insecurities about usage, instruction and incorporation and that some teachers are wary about adopting social media (Brueck and Lenhart 2015).…”

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: 67%

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

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

2017

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“…The majority of research on the learning effects of e-textbooks has thus far compared the difference in mediums (i.e., textbooks delivered on paper vs. on screen) rather than examining how the features offered by e-textbooks enable different instructional methods (e.g., Daniel & Woody, 2013;Siebenbruner, 2011;Terpend, Gattiker, & Lowe, 2014). Consequently, previous research has not reported any significant difference between paper and electronic textbooks because the media alone (paper versus screen) have few distinctions when it comes to learning (Ackerman & Goldsmith, 2011;Connell, Bayliss, & Farmer, 2012).…”

Section: Introductionmentioning

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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