Perspectives on E-books from Instructors and Students in the Social Sciences

Hoseth, Amy; McLure, Merinda

doi:10.5860/rusq.51n3.278

Cited by 25 publications

(16 citation statements)

References 15 publications

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“…But like any other technological innovation in education, with continued usage, students are likely to gradually get more familiar and confident in using textbooks in digital formats. Hoseth and Merinda (2012) in their paper similarly concluded that participants in their study clearly expressed the need to adapt to change and switch to digital textbook formats, and successively becoming more familiar with them over time. This is in consonance with Chou (2014: p. 16) when he concludes that, "When students are given time and opportunities to read e-books, they are likely to develop e-book reading habits.…”

Section: Discussionmentioning

confidence: 84%

Scoping the Possibilities: Student Preferences towards Open Textbooks Adoption for E-Learning

Prasad¹,

Usagawa²

2014

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Many universities have begun implementing e-Learning systems due to their low cost. However, publishers of expensive textbooks stand in the way of e-Learning's ability to provide a cost-effective educational delivery model. While many universities aim to overcome this opposition and replace traditional publishers' textbooks with free open textbooks, such plans cannot be executed successfully unless students are open to their use. As such, a study into students' preferences towards open textbook adoption is vital to provide clear indication as to their opinions regarding open textbook use. Thus, this study conducted a study of University of the South Pacific (USP) students' preferences towards open textbook adoption for e-Learning using a survey administered during Semester 2, 2013 which generated 1077 responses. Areas examined include: Impacts of textbook costs on students' academic careers; preferences towards open textbook adoption; perceived barriers to and motivations for adoption of open textbooks; and preferred digital features and reading devices. Results show that textbook prices adversely impact students. Furthermore, a high level of acceptance towards the adoption of open textbooks was found. The study revealed that the preference for reading printed material was the highest rated barrier to open textbook adoption, while the free availability of open textbooks was rated the greatest motivator. Study findings are being used to inform efforts to develop open textbooks at the USP and may assist other universities seeking to start similar projects.

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Section: Discussionmentioning

confidence: 84%

Scoping the Possibilities: Student Preferences towards Open Textbooks Adoption for E-Learning

Prasad¹,

Usagawa²

2014

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“…Participants’ feedback served as data to inform future cellphone library services (Paterson and Low, 2011). Similar studies that applied focus groups to examine technology uses have been reported by Seeholzer and Salem (2011) and Hoseth and McClure (2012). One of the studies on IPAs cited earlier (Cowan et al, 2017) applied the focus group method to investigate infrequent IPA users’ views, practices, and barriers to use of IPA technology.…”

Section: Methodsmentioning

confidence: 85%

“…It is widely used in market research, branding, and new product development contexts (Greenbaum, 2000) and has a long history in the social sciences (Wilkinson, 2010). Within information disciplines, it is frequently used for studying user behavior, expectations, and preferences related to information technology (Hoseth and McClure, 2012; Seeholzer and Salem, 2011), as well as for new product development (Paterson and Low, 2011). For example, one of the frequently cited recent studies of technology adoption used focus groups to investigate students’ use of cellphones at the University of Edinburgh (Paterson and Low, 2011).…”

Section: Methodsmentioning

confidence: 99%

User recommendations for intelligent personal assistants

Lopatovska

Griffin

Gallagher

et al. 2019

Journal of Librarianship and Information Science

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Adoption of intelligent personal assistants (IPA) is on the rise. Published studies on IPAs often focus on the analysis and critique of existing IPA features without understanding specific user needs that the technology aims to address. We present an exploratory study that gathered user recommendations for the design of their ideal IPA. The study relied on focus group and content analysis methods for data collection and analysis. Major themes in participants’ recommendations for IPA design were identified and included feature improvements (e.g. speech recognition, input/output modalities, device feedback); customizability and increased control over IPA features and functions; transparency and understanding of IPA hardware, software, and data management processes; personification; compatibility with third-party platforms; accessibility; and aesthetics. Many of these recommendations are rooted in basic user experience design principles and have been previously discussed in the context of PDAs (personal digital assistants) and other technology. Addressing these recommendations would advance IPA technology and improve user experiences with it.

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“…14 Perhaps related to this, faculty and graduate student ebook users in another study characterized their engagement with ebooks as less intellectual. 15 Instructor support may mitigate negative student perceptions about ebooks. A study of undergraduates found that allowing students to choose whether or not to use an ebook can actually encourage them to try an ebook.…”

Section: Literature Reviewmentioning

confidence: 99%

Undesirable Difficulties: Investigating Barriers to Students’ Learning with Ebooks in a Semester-length Course

Pierard¹,

Svihla²,

Clement³

et al. 2020

C&RL

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Our ability to make informed decisions about ebooks is constrained by our limited understanding of how students perceive and use them. A team of librarians and a professor in learning sciences asked graduate students to serve as informants on student experience with ebooks. We analyzed student work in two semester-long studies, focusing on barriers and affordances they identified. In the first cohort, students who chose to explore ebooks uncovered affordances. In the second cohort, student comfort levels with PDF formats increased, while comfort with ebooks decreased. We discuss strategies for minimizing challenges and increasing desirable difficulties to support ebooks as learning tools.

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Perspectives on E-books from Instructors and Students in the Social Sciences

Abstract: Perspectives on E-books from instructors and students in the social sciences volume 51, issue 3 | Spring 2012 279Perspectives on E-books from Instructors and Students in the Social Sciences

Cited by 25 publications

References 15 publications

Scoping the Possibilities: Student Preferences towards Open Textbooks Adoption for E-Learning

Scoping the Possibilities: Student Preferences towards Open Textbooks Adoption for E-Learning

User recommendations for intelligent personal assistants

Undesirable Difficulties: Investigating Barriers to Students’ Learning with Ebooks in a Semester-length Course

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