E‐textbooks usage by students at Andrews University

Abstract

Purpose -This study aims at identifying Andrews University's students' perceptions, behavior, use, and attitudes towards e-textbook and e-books in general. Design/methodology/approach -In the Fall semester of 2001-2012, Andrews University's bookstore offered 74 e-textbooks for purchase. The teachers who had the opportunity of using these e-textbooks for their classes were asked to distribute two questionnaires to their students: one to those who chose to buy and use the e-textbook and a slightly different one to those who chose the traditional print textbook. The results were tabulated and compared to the results of similar studies since 2001. Findings -A 65 percent return rate was obtained. Several findings closely replicate results of many studies on this area. For more than a decade, studies show that students prefer the hardcover book over the e-book for their studies. Lack of awareness, not knowing how to get it, eyestrain, and difficulty of reading are the main culprits for students not using e-books more often. However, those who use e-books report they are generally satisfied. Students would like to enjoy fewer restrictions on printing and copying, PDA accessibility, more titles in their area of studies and better e-book readers. They do not usually read e-books cover to cover. The library is not their main point of entry or search for e-books. Students value portability, instant access, light weight and ability to store large amounts of materials.Research limitations/implications -The sample population was limited to the classes which had access to an e-textbook. A broader and more complete understanding could have been obtained if the study included all of the student population. It is not possible to generalize the findings due to the fact that the study was done in a specific academic setting. Practical implications -Universities and libraries are highly engaged in this topic at the present moment. Results of studies like this one will provide data useful for collection development policies and the pedagogy adopted by faculty in the classroom. Social implications -This is a topic that is of increasing importance in all parts of the world, and is affecting how people and, more specifically, students read and learn. It has the potential of changing reading habits and how students absorb information and knowledge, as well as how they use libraries. Originality/value -E-books will have a definitive impact in new models of acquiring, accessing, and distributing information materials for and to the academic community. The paper will help the library better understand students' preferences and study habits which will have an impact on decisions regarding types of services it should provide and collection building decisions.

Croatian university students' use and perception of electronic resources

“…However, the such statements should be made carefully because it is not possible to give an unambiguous answer to the question of whether students prefer printed or electronic sources. There are still many students who prefer printed sources (Boumarafi, 2010;De Oliveira, 2012;Hamade & Al-Yousef, 2010;Hussain & Abalkhail, 2013;Rockinson-Szapkiw, Courduff, Carter, & Bennett, 2013;Shepperd, Grace, & Koch, 2008;Shuling, 2007;Swain, 2010;Woody, Daniel, & Baker, 2010). One of the reasons why students report that printed sources, such as books, have a better reputation and contain more basic and well established facts is that the Internet holds a great deal of irrelevant and inaccurate information that makes the search difficult (Griffiths & Brophy, 2005;Nkomo, Ocholla, & Jacobs, 2011;Ozoemelem, 2009;Sujatha & Mudhol, 2008;Wu & Chen, 2012;Yu-Mei & Artero, 2005).…”

“…The results of some studies suggest that students prefer e-journals, but at the same time they read more printed books than e-books (Grosch, 2012;Woo, 2005). As a significant disadvantage of electronic resources, students point out the feeling of fatigue when reading such materials from the computer screen and the inability to complete the experience that can be provided by leafing through printed books (De Oliveira, 2012;Liu, 2006;Shelburne, 2009;Shuling, 2007;Wu & Chen, 2012). Therefore, it is common practice to print out electronic documents, primarily for texts that require reading comprehension, not just a cursory browse (Hernon et al, 2007;Ji, Michaels, & Waterman, 2014;Liu, 2006).…”

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

“…It could be localized or customized for a variety of learners, whether in different cultures or at different levels of education" (Matkin, 2009: p. 3). Despite the abovementioned benefits, the adoption of digital textbooks has reportedly been much slower than anticipated (Allen, 2008a;Guthrie, 2012;Lee, 2010;Oliveira, 2012;Thomas, 2007). The reasons for this slow adoption vary, but 3 principal reasons emerge from literature.…”

Mobile pocketbook of the 4Cs skills-oriented inform of Quick Response Code

“…The reading trends of the 21st century are now beginning to leave textbooks and start heading to electronic books (e-books). A person's interest in gadgets and the internet is part of the growing population of e-book readers in the world [1], [2]. Annie & Duggan reported that the number of people reading e-books increased from 16% for Americans aged 16 and to 23% for those who were older [3].…”