Effects of e-textbook instructor annotations on learner performance

Dennis, Alan R.; Abaci, Serdar; Morrone, Anastasia S.; Plaskoff, Joshua; Hilmer, Kelly McNamara

doi:10.1007/s12528-016-9109-x

Cited by 18 publications

(15 citation statements)

References 39 publications

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“…In a more recent study, however, Dennis et al (2016) found that students learning with e-text outperformed their paper text peers on some types of quizzes. At the same time, a comparative study of fully online students and fully face-to-face students found that e-text usage correlated with increased academic performance in the online group but made no difference for the face-to-face students (Biranvand and Khasseh 2014).…”

Section: The Advantages Of E-textsmentioning

confidence: 84%

“…Receiving instructor feedback via e-text annotation functions appeared to give students a slight advantage when performing on open-end quizzes, while no difference in test results were registered between e-text and paper-based learning cohorts when measuring their performance via multiple-choice quizzes (Dennis et al 2016). The authors concluded that such an e-text affordance as feedback provision via the annotation function could in fact lead to higher-level learning.…”

Section: The Advantages Of E-textsmentioning

confidence: 94%

“…Instructor use of e-texts' teaching and learning affordances has been a focus of a number of recent studies (Abaci, Morrone, and Dennis 2015;Dennis et al 2016;Junco and Clem 2015). Receiving instructor feedback via e-text annotation functions appeared to give students a slight advantage when performing on open-end quizzes, while no difference in test results were registered between e-text and paper-based learning cohorts when measuring their performance via multiple-choice quizzes (Dennis et al 2016).…”

Section: The Advantages Of E-textsmentioning

confidence: 99%

See 2 more Smart Citations

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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Section: The Advantages Of E-textsmentioning

confidence: 84%

Section: The Advantages Of E-textsmentioning

confidence: 94%

Section: The Advantages Of E-textsmentioning

confidence: 99%

See 1 more Smart Citation

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

Ross

Pechenkina²,

Aeschliman³

et al. 2017

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…E-textbooks are different from e-books, because they are used for studying a subject that is usually part of a course. There is debate in the literature about whether it is advantageous to adopt e-textbooks and if they positively influence students' learning performance (Baker, Al-Gahtani, & Hubona, 2010;Dennis, Abaci, Morrone, Plaskoff, & McNamara, 2016;Fischer, Hilton, Robinson, & Wiley, 2015).…”

Section: Introductionmentioning

confidence: 99%

Critical Factors of the Adoption of e-Textbooks: A Comparison Between Experienced and Inexperienced Users

Hung

Hsieh

Huang

2018

IRRODL

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The use of e-textbooks has become popular in certain countries, yet there is debate in the literature about whether it is advantageous to adopt e-textbooks and if they positively influence students’ learning and performance. Prior studies on the acceptance of e-textbooks were mainly based on one theoretical perspective, and did not differentiate samples between experienced and inexperienced users. From a social- and task-related view, this study aims to identify the critical factors that stimulate acceptance intentions of e-textbooks among tertiary students, particularly between experienced and inexperienced users. Based on 912 questionnaires, this study found that performance expectancy, perceived enjoyment, and perceived task-technology fit are the factors affecting students’ behavioral intention for acceptance in both sampling groups. However, social impact only has significant influence on acceptance intention of inexperienced users. Also, gender has a moderating effect on the relationship of performance expectancy and behavioral intention of inexperienced users only. This study provides useful implications for marketing e-textbooks, and fills the literature gap.

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“…83-84) We are not alone. Alan Dennis and his team at Indiana University have conducted a number of studies of e-reader use at their institution (Dennis, 2011;Dennis, Morrone, Plaskoff & McNamara, 2015;Dennis, Abaci, Morrone, Plaskoff & McNamara, 2016). They begin with assumptions that we share about the importance of critical reading skills for learning:…”

mentioning

confidence: 99%

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Jensen

Scharff

2019

JoSoTL

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This project investigated the impact of incorporating e-reader texts and annotation tools in an upper level philosophy course. This project adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this project was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. We tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students’ critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.

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Effects of e-textbook instructor annotations on learner performance

Cited by 18 publications

References 39 publications

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

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

Critical Factors of the Adoption of e-Textbooks: A Comparison Between Experienced and Inexperienced Users

Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

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