Faculty Views on eTextbooks: A Narrative Study

Bossaller, Jenny; Kammer, Jenna

doi:10.1080/87567555.2014.885877

Cited by 16 publications

(14 citation statements)

References 7 publications

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“…The advent of digital textbooks, then, affords educators the opportunity to unobtrusively collect learning analytics data from student use of reading materials. While digital textbooks have had the ability to collect usage data, only recently have technology companies started to develop methods to use these data to predict student outcomes (Bossaller & Kammer, 2014).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

“…Additionally, additional engagement with digital textbooks such as highlighting or taking notes should lead to improved course outcomes. Therefore, it should be possible to use textbook analytics to directly measure engagement with a digital textbook and to use this information to predict student course outcomes (Bossaller & Kammer, 2014).…”

Section: Textbook Analytics 12mentioning

confidence: 99%

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Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

103

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Section: Accepted Manuscriptmentioning

confidence: 99%

Section: Textbook Analytics 12mentioning

confidence: 99%

Predicting course outcomes with digital textbook usage data

Junco

Clem

2015

The Internet and Higher Education

103

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“…That said, evidence exists that even though eTexts present an affordable option, there are a number of issues to consider. First, students prefer print texts and are more likely than not to buy a low‐cost print version of a text even when a digital version is freely available (see Bossaller & Kammer, ). Second, eTexts may reduce some costs but create other financial hurdles by requiring students to own (or otherwise have easy access to) devices and reliable Internet.…”

Section: Data Practices At Variance With Information Fiduciary Responmentioning

confidence: 99%

A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics

Jones

Rubel

LeClere

2019

Asso for Info Science & Tech

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Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student's demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however defined). Learning analytics, consequently, raise serious issues concerning student privacy, autonomy, and the appropriate flow of student data. We argue that issues around privacy lead to valid questions about the degree to which students should trust their institution to use learning analytics data and other artifacts (algorithms, predictive scores) with their interests in mind. We argue that higher education institutions are paradigms of information fiduciaries. As such, colleges and universities have a special responsibility to their students. In this article, we use the information fiduciary concept to analyze cases when learning analytics violate an institution's responsibility to its students.

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“…Although some students and teachers still opt for paper textbooks, the availability of e‐textbooks continues to grow (Bossaller & Kammer, ). To effectively integrate e‐textbooks into instruction, teachers must have knowledge of the digital reading process and the issues with accessing digital content for teaching and learning.…”

Section: The Changing Nature Of Textmentioning

confidence: 99%

e‐Textbooks

Dobler¹

2015

J Adolescent & Adult Lit

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This article explores the digital reading preferences and strategies used by preservice teachers when reading an e‐textbook in a literacy methods course. The use of e‐textbooks is becoming more prevalent due to an increase in access to mobile devices, acceptance of e‐books in general, and the high cost of print textbooks. To ensure comprehension, teachers need an awareness of e‐textbook features and the processes for effectively reading text with embedded web links, video clips, and audio files. In this study, some participants described an increase in cognitive engagement due to the ability to both utilize e‐textbook features and engage with media, in addition to text. Others found the process of reading an e‐textbook challenging because of distractions on their device, eye strain, and a feeling of being overwhelmed with choices. Overall the preservice teachers expressed a preference for choice between using print, electronic format, or both.

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Faculty Views on eTextbooks: A Narrative Study

Cited by 16 publications

References 7 publications

Predicting course outcomes with digital textbook usage data

Predicting course outcomes with digital textbook usage data

A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics

e‐Textbooks

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