eTextbook Access, Usage, and Beliefs

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eTextbook Access, Usage, and Beliefs

A. deNoyelles
R. Seilhamer

Abstract

Dynamic features of eTextbooks, such as taking interactive quizzes and sharing notes can make the practice of reading a textbook more supportive and engaging than before. While promising, challenges exist regarding the integration of eTextbooks in higher education, such as cost, usability, and lack of instructor development. There is a need for a more informed understanding of how instructors and learners are integrating eTextbooks to revolutionize learning spaces, in order to formulate next steps of action on a university level. While studies exist regarding universities with eTextbook initiatives, there is little empirical data concerning universities that offer eTextbooks without a focussed initiative. In this paper, the results of a university-wide student survey are shared, which provide insight into factors such as the selection and use of eTextbooks, access, and beliefs regarding eTextbook use and learning. Generally, we found that in a university setting without an eTextbook initiative, eTextbook use is relatively low and their features are not being effectively utilized by students or instructors. In any university that offers eTextbooks, instructor development is critical. Findings from this survey guide the instructional design of instructor development. The findings also identify pertinent issues that any university is likely to face when considering an eTextbook initiative, such as raising student awareness, working with publishers, and providing effective technical and pedagogical support.

Keywords

eTextbook, Digital textbook, Instructional design, Higher education, Learning methods

Annotation

This research is inspired by the need for additional information on understanding how instructors and students are utilizing eBooks to transform their learning environment. Specifically, this study looks at a university where there is no institution-wide push for eBook use, a research area that is missing from the literature.

Using a university-wide survey (n = 933) – most of whom are undergraduates (86%) and female (69%), the researchers find that eBooks usage is lower than institutions with eBook initiatives. Further, instructional and learning features are not being used by instructors or students, hampering the effectiveness of eBooks’ benefits. As such, it is suggested that additional professional development be given to educate individuals on how to properly utilize eBooks. However, because there are fewer individuals opting to purchase eBooks compared to traditional physical books, if universities believe eBooks hold additional value compared to physical books, then campus-wide initiatives should be sought after.

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