E‐Textbooks and Students’ Learning Experiences

Sun, Jun; Flores, Javier Gil; Tanguma, Jesus

doi:10.1111/j.1540-4609.2011.00329.x

Cited by 76 publications

(61 citation statements)

References 20 publications

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“…Within the Information Systems domain, scholars [14,15,16,17,18] predominantly applied causal models extending the Technology Acceptance Model (TAM). For example, Lai and Ulhas [15] and Lai and Chang [14] had similar findings in that perceived usefulness, convenience, perceived enjoyment, compatibility and media richness contributed to e-book acceptance.…”

Section: Related E-book Literaturementioning

confidence: 99%

“…Their qualitative findings suggested that e-reader adoption may not involve a binary choice between print and e-formats. Interestingly, Sun, Flores and Tanguma [18] found that etextbooks enhanced student learning and that this outcome was mediated by students' involvement in the use of e-books in the classroom. For students with disabilities such as vision impairment and dyslexia, e-textbooks offered potential improved access.…”

Section: Related E-book Literaturementioning

confidence: 99%

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Affordance theory and e-books: evaluating the e-reading experience using netnography

D’Ambra

Wilson

Akter

2017

Pers Ubiquit Comput

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E-books have changed the business of book publishing and the reading experience of the general public. Dedicated e-readers and other smart devices are integral to e-books offering affordances to overcome the physical limitations of print book and to provide the functionality of information technology. Using netnography, comments by online readers to articles in The New York Times and Scientific American were analysed and coded by themes identified in the literature of e-books versus print books. An Affordance Theory approach was used to provide insights into the readers' perceptions of real and actual affordances and the value delivered by these affordances. Comments by online readers of two diverse datasets confirm results found in questionnaires and surveys reported in the academic literature. It is the physical attributes and functionality of smart devices used in e-reading that provides the opportunity of affordance. Our study provides support for an affordance perspective of e-books and e-readers. It also highlights preferences for e-books and/or print books in various contexts. To our knowledge it is the first to consider e-readers as an IT artefact providing information processing capabilities. Abstract E-books have changed the business of book publishing and the reading experience of the general public. Dedicated e-readers and other smart devices are integral to e-books offering affordances to overcome the physical limitations of print book and to provide the functionality of information technology. Using netnography, comments by online readers to articles in The New York Times and Scientific American were analysed and coded by themes identified in the literature of e-books versus print books. An Affordance Theory approach was used to provide insights into the readers' perceptions of real and actual affordances and the value delivered by these affordances. Comments by online readers of two diverse datasets confirm results found in questionnaires and surveys reported in the academic literature. It is the physical attributes and functionality of smart devices used in e-reading that provides the opportunity of affordance. Our study provides support for an affordance perspective of ebooks and e-readers. It also highlights preferences for e-books and/or print books in various contexts. To our knowledge it is the first to consider e-readers as an IT artefact providing information processing capabilities. Affordance Theory and E-Books: Evaluating the E-reading Experience Using Netnography

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Section: Related E-book Literaturementioning

confidence: 99%

Section: Related E-book Literaturementioning

confidence: 99%

Affordance theory and e-books: evaluating the e-reading experience using netnography

D’Ambra

Wilson

Akter

2017

Pers Ubiquit Comput

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“…Many previous studies have demonstrated students' usage of e-textbook (Daniel, & Woody, 2013;McGowan et al 2009;McFall et al 2006;Nicholas et al 2010;Quan-Haase & Martin, 2011;Rose, 2011;Rockinson-Szapkiw et al, 2013;Sun et al 2012;Weisberg 2011). For example, McFall et al explored university teachers' usage of e-textbooks in reading courses and reported positive responses from teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Research on teachers’ needs when using e-textbooks in teaching

Lin

Liu

Kinshuk

2015

Smart Learn. Environ.

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The major purposes of this study were to understand teachers' definitions of e-textbooks, to identify teachers' needs when using e-textbooks and to explore the relationships between teachers' needs of using e-textbooks and teachers' attributes. To achieve these major purposes, an open questionnaire was proposed to experts to obtain their requirements of using e-textbooks. A needs of using e-textbooks perception scale (NUEPS) was then constructed based on teacher interview results, the literature review and the results of the open questionnaire mentioned above. In the formal study, 378 elementary and secondary school teachers were selected to complete NUEPS, and the reliability and validity of the scale were checked. The results indicated that the teachers' needs when using e-textbooks comprised three factors: (1) to support teaching activities (STA); (2) to support reading and presentation (SRP); and (3) to support learning activities and parental interaction (LAPI). Besides, the findings of the study showed that the Taiwanese school teachers' perceptions of using e-textbooks were positive in average. There were no significant differences in terms of gender and age, but there were differences regarding teachers' school level, and application experience in both the STA and SRP sub-dimensions. The results of this study can be used to offer a better understanding of teachers' needs of using e-textbooks, and to help novice teachers' application in e-textbook.

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“…There is a wealth of international literature that supports the fact that the majority of students today still prefer to use print books rather than e-books in an academic setting (Wu & Chen 2011;Sun, Flores & Tanguma 2012;Muir & Hawes 2013;Cassidy, Martinez & Shen 2012;Gregory 2008;Elias, Phillips & Luechtefeld 2012;Abdullah & Gibb 2008). Some students have clearly indicated that they prefer using print books, because they perceive e-books as hard to navigate, despite the 'anywhere-and-anytime' access that e-books supposedly offer (Gregory 2008: 267).…”

Section: The E-textbook Dilemmamentioning

confidence: 99%

“…Some research has been done about e-books in an academic setting (Gregory 2008;Folb, Wessels & Czechowski 2011;Nicholas & Lewis 2008;Shin 2011;Sun, Flores & Tanguma 2012) but several unanswered questions still remain, especially in the South African context. For example, why is the uptake of e-books, and specifically e-textbooks, so slow?…”

Section: Introductionmentioning

confidence: 99%