Trends in E-book Research

Kumbhar, Rajendra

doi:10.14429/djlit.38.3.12382

Cited by 10 publications

(15 citation statements)

References 57 publications

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“…There were signs that e-books can become a promising resource in education (Foasberg, 2011;Kumbhar, 2018;Lebert, 2009;Tosun, 2014;Warren, 2009). Higher education institutions in Malaysia (Letchumanan & Tarmizi, 2011;Roslina et al, 2012;Shiratuddin, Othman, Ahmad, & Hassan, 2006) and public libraries (Cavanaugh & Cavanaugh, 2008;Ismail & Zainab, 2005) are beginning to explore the application of e-books and e-book readers in online learning environments.…”

Section: E-booksmentioning

confidence: 99%

“…Attending university can be a challenging experience for most of the new undergraduate students as they are facing new demands in the transition from highschool to university (Novel, Ajisuksmo, & Supriyantini, 2019) . The growth of e-books in terms of its numbers and usage has been massively unprecedented (Khalid, 2014;Kumbhar, 2018;Lebert, 2009;Roslina, Fahmy, Yaacob, Haslinda & Fariha, 2012;Tosun, 2014). Indeed, the importance of e-books in higher education has become increasingly prominent due to a shift from physical to blended and digital learning environments (Baumann, 2010;Kumbhar, 2018;Lonsdale & Amstrong, 2010;Neumann, Neumann & Hood, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The growth of e-books in terms of its numbers and usage has been massively unprecedented (Khalid, 2014;Kumbhar, 2018;Lebert, 2009;Roslina, Fahmy, Yaacob, Haslinda & Fariha, 2012;Tosun, 2014). Indeed, the importance of e-books in higher education has become increasingly prominent due to a shift from physical to blended and digital learning environments (Baumann, 2010;Kumbhar, 2018;Lonsdale & Amstrong, 2010;Neumann, Neumann & Hood, 2011). However, the design and impact of e-books in student academic achievement is an area that lacks adequate understanding.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Effects of Interactive E-Book towards Academic Achievement

Lim¹,

Liu²,

Choo³

2020

AJUE

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Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of two types of e-books, namely Traditional E-book (TE) and Interactive E-book (IE) on a sample of undergraduates enrolled in an introductory statistics unit. The experimental results indicated that students who learn statistics through IE produced higher scores in academic achievement than students who learn through TE. The findings of the study first extend the existing theory by showing that TE and IE can account for the variations in academic achievement. The study implied that e-books should not be static and e-book publishers and educators can choose to design their e-books using interactive formats with animation components depending on available resources. The study offers new insights on how academic achievement of students can be better managed through the design of e-book types.

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Section: E-booksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the Effects of Interactive E-Book towards Academic Achievement

Lim¹,

Liu²,

Choo³

2020

AJUE

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“…Carroll, et al (2016) found that digital texts were favored than printed texts for general reference books. Kumbhar (2018) believed that the participants' national background must e attribute these varied results.…”

Section: Students' Perception Of Digital Textsmentioning

confidence: 99%

Students� Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi

Manalu

2019

JET

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This study was conducted to explore students' perceptions of reading digital texts. To attain the objective, the data were collected through an online questionnaire uploaded in Google Form and an interview. The questionnaire was intended to collect quantitative data concerning the participants� responses about their interest and motivation, digital text reading efficacy, problems in digital text reading, and preference towards digital or printed text reading. The participants of the study were 65 English pre-service teachers selected from the whole students of the English Education Department of Universitas Kristen Indonesia in the academic year 2019/2020, and the sample was 65 participants. The collected data were analyzed descriptively using Microsoft excel. The findings revealed that the participants perceived digital texts reading positively. They preferred reading digital texts because they were motivating, interesting, and suite their expected way of reading. The main problem they encountered in reading digital texts was due to the screen light which could irritate their eyes.

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“…Broadly, research on e-books tends to overlook e-lending (Kumbhar, 2018), the ambivalence of academic research matching the apparent ambivalence of publishers for the e-lending market (Wilson, 2014). Until recently, research investigating the availability and use of e-books in public libraries has largely been survey-based, focused on librarians and readers, and investigating questions around takeup and perceived value of e-lending (Alipour-Hafezi and Khedmatgozar, 2016).…”

mentioning

confidence: 99%

What Can 100,000 Books Tell Us about the International Public Library e-lending Landscape?

Giblin¹,

Kennedy²,

Pelletier³

et al. 2019

Preprint

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Introduction: We investigated the relative availability of e-books to libraries for e-lending in five English-language countries, and analysed their licence terms and prices. Method: We created a unique dataset recording author, publisher, price and terms for 100,000 titles and 388,045 e-lending licences across Australia, New Zealand, Canada, the United States and United Kingdom via aggregator Overdrive. We developed new algorithms to estimate the original publication year for each title, and to match titles across jurisdictions.Analysis: We examined the relationships between title price, age, terms, jurisdiction, publisher and publisher type using various statistical analyses and machine learning. Results: Price and licence differences across countries are largely attributable to ‘Big 5’ publishers. Prices are largely independent of title age (unless the title is in the public domain) or the rights libraries obtain in exchange. Licence terms are not affected by age either, meaning that the most restrictive terms are often applied to older, less demanded books. Conclusions: By setting terms independent of titles’ value to libraries, publishers may discourage libraries from adding older and less-demanded books to their collections. We will test this hypothesis in a follow-up library survey.

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Trends in E-book Research

Cited by 10 publications

References 57 publications

Investigating the Effects of Interactive E-Book towards Academic Achievement

Investigating the Effects of Interactive E-Book towards Academic Achievement

Students� Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi

What Can 100,000 Books Tell Us about the International Public Library e-lending Landscape?

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