The adoption of mark-up tools in an interactive e-textbook reader

Horne, Sam Van; Russell, J. M.; Schuh, Kathy L.

doi:10.1007/s11423-016-9425-x

Cited by 35 publications

(39 citation statements)

References 59 publications

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“…64 Combined with student demographic data and participatory content from e-book spaces (such as collaborative annotations and resource sharing), e-book activity data may be used in LA research. 65 Like wider institutional LA projects, academic libraries seek data from their physical environments via so-called "location intelligence" technologies. 66 The Measure the Future team is building technical capacity for physical-space surveillance, using computer vision techniques with open source hardware and software to record and analyze user movements.…”

Section: Academic Libraries Learning Analytics and Ethical Challengmentioning

confidence: 99%

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Jones

Salo

2018

C&RL

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In this paper, the authors address learning analytics and the ways academic libraries are beginning to participate in wider institutional learning analytics initiatives. Since there are moral issues associated with learning analytics, the authors consider how data mining practices run counter to ethical principles in the American Library Association's "Code of Ethics." Specifically, the authors address how learning analytics implicates professional commitments to promote intellectual freedom; protect patron privacy and confidentiality; and balance intellectual property interests between library users, their institution, and content creators and vendors. The authors recommend that librarians should embed their ethical positions in technological designs, practices, and governance mechanisms. "We cannot allow our ethical principles to stand as mere monoliths…. That our values pose ethical dilemmas for us in practice is a good thing and should be welcomed by us: from debating such dilemmas comes strength of mission."

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Section: Academic Libraries Learning Analytics and Ethical Challengmentioning

confidence: 99%

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Jones

Salo

2018

C&RL

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“…37 It may also clarify why prior ebook usage does not predict greater likelihood of tool use in subsequent ebook experiences. 38 Researchers have also investigated whether students learn differently using ebooks versus print books. Early studies found that students learned less well with ebooks, hypothesizing that this may have been due in part to eyestrain.…”

Section: Literature Reviewmentioning

confidence: 99%

“…49 These divergent findings may reflect the different ways that students interact with ebooks, some of which are more productive for learning than others. 50 An overall challenge to understanding ebook use, as well as the potential for ebooks to better support learning involves the scarcity of studies reporting qualitative data about the ebook use experience, particularly how it is shaped over time. In a review of 75 studies of ebooks focusing on usage, 51 more than 57 percent were restricted to surveys, with an additional 17 percent that supplemented surveys with usage statistics and 5 percent that focused only on usage statistics.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Scholars have called for ebooks and eplatforms to be "developed and implemented according to the principles of sound instructional design." 57 Supporting student use of ebooks means considering the kinds of scaffolds instructors may need to provide 58 and, therefore, the kinds of supports librarians may want to focus on in their interactions with faculty.…”

Section: Literature Reviewmentioning

confidence: 99%

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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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“…Nishizaki, 2015;Van Horne, Russell in Schuh, 2016). To povzroča zmedenost in zadržke pri učencih in učiteljih, katerim je ta tehnologija v šolah namenjena (Uluyol in Şahin, 2014).…”

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Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z e-učbeniki

Poznič¹,

Pečjak²

2017

Psihološka obzorja / Horizons of Psychology

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Rače 2 Oddelek za psihologijo, Filozofska fakulteta, Univerza v LjubljaniPovzetek: E-izobraževanje, e-učenje in e-učbeniki so pojmi, povezani s sodobnim šolanjem. Interaktivni e-učbeniki predstavljajo učni vir, iz katerega se lahko učenci učinkovito učijo. Učenci, spretni v uporabi tehnologije, niso nujno spretni tudi pri učenju s tehnologijo, ampak pri tem potrebujejo usmeritve. V raziskavi smo s pomočjo eksperimenta preverjali vpliv učiteljevih navodil na učno uspešnost učencev pri učenju z interaktivnim e-učbenikom. V raziskavi je sodelovalo 83 dijakov 1. letnikov dveh gimnazij, od tega 45 v eksperimentalni (ES) in 38 v kontrolni skupini (KS). Dijaki ES, ki so prejeli učiteljeva navodila, kako uporabljati multimedijske in interaktivne elemente e-učbenika, so bili v primerjavi z dijaki KS, ki takšnih navodil niso prejeli, učno uspešnejši. Dijaki ES so se po učenju iz e-učbenika zaznavali kot nekoliko kompetentnejši ter so v nekoliko večji meri uporabljali multimedijske in interaktivne elemente tega učbenika kot njihovi vrstniki iz KS. Raziskava je pokazala, da je samostojno učenje dijakov iz eučbenika lahko uspešnejše, če jih učitelj s pomočjo navodil seznani, kako ga uporabljati.Ključne besede: elektronski učbeniki, učiteljeva navodila, dijaki, učna uspešnostThe effect of the teacher's instructions on the academic achievement of high school students in learning with e-textbooks Abstract: E-education, e-learning and e-textbooks are concepts associated with modern education. Interactive e-textbooks represent a learning resource from which students can learn effectively. Even though contemporary students are skilful with technology in general, that does not mean they are skilful with technology based learning and may need guidance with such learning activities. In our research, we conducted an experiment in order to test the impact of teacher's instructions on the academic achievements of high school students in learning with interactive e-textbooks. The study involved 83 high school students in their first year. There were 45 students in the experimental group (EG) and 38 students in the control group (CG). The students from the EG who have received teacher's instructions on how to use multimedia and interactive elements of the e-textbook were more successful at learning than the students from the CG who did not get such instructions. Students of the EG perceived themselves as more competent and they used multimedia and interactive elements of a textbook more often than their peers from the CG. The results showed that students' independent learning from e-textbooks can be more successful if the teacher provides clear instructions on how to use them.

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The adoption of mark-up tools in an interactive e-textbook reader

Cited by 35 publications

References 59 publications

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads

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

Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z e-učbeniki

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