Paper Textbooks Research Articles

Электронный учебник: за и против

The paper deals with argumentation on a
 challenging problem of introducing electronic edition of
 textbook for the primary school. Different opinions are
 presented. Teachers, educational supervisors, pediatric
 psychologists and schoolchildren’s parents articulate their
 concerns on reasonability of replacing paper textbook with
 its electronic version at the primary school, articulate their
 different opinions on functions of electronic training
 literature in the educational process, on requirements to
 electronic textbooks and their compliance with sanitary
 norms and regulations as well as on pros and contras of
 electronic textbooks usage.

High School Paper Textbooks Usability: Leading and Satisfaction

The work shows the research results of dependence of generated dissociated texts spatial structure satisfaction degree from a text spatial characteristic. The randomized sample was composed of 50 student age people from Institute of Professional Education and Information Technologies of the Bashkir State Pedagogical University, Ufa city, Russian Federation. As the only independent variable which characterizes spatial organization of the text the leading was used - total 13 grades from 0.8 to 2.2. The text printed on white paper substrates was reviewed by respondents with constant light conditions. The dependence of the page spatial structure positive assessment frequency from the leading has a maximum in range of 1.35–1.85. The ranking method offered allow to reveal the internal structure of assessments. In the field of low leadings a consensus assessment was observed in the range of 0.8–1.6. In the field of high leadings assessments were polar, therefore a bimodality was observed.

Usability, Engagement, and Satisfaction of Two e-Textbook Applications

Many schools and universities are starting to offer e-Textbooks in place of traditional paper textbooks. While this option is typically more cost-effective, limited research has been done to demonstrate whether e-Textbooks are a viable alternative in the classroom. This study investigated the satisfaction, perceived workload, engagement, and comprehension of two separate e-Textbook applications, Kindle and Inkling, for tasks involved in studying for a college-level quiz. The ability to use the e-Textbook for studying, to make notes and bookmarks, and to navigate throughout a chapter was examined. Participants using each application demonstrated an improvement in their comprehension scores. Despite this, participants discovered several issues which impacted overall ease of use on both applications. For instance, the table of contents was problematic on the Kindle and locating a specific page was problematic on Inkling. Details on these findings and design implications are discussed.

General Education Oral Communication Assessment and Student Preferences for Learning: E-textbook versus Paper Textbook

As part of a yearly university mandated assessment of a large basic communication course that fulfills the oral communication general education requirement, this study examined student preferences for textbooks, reading, and learning. Specifically, basic course students (N=321) at a large state university in the Midwest were asked to complete a survey regarding paper textbook and e-textbook usage in their classes. The results indicated that neither reading the paper textbook nor the e-textbook was a predictor of grade, but comfort in accessing the e-textbook through the online portal was associated with grade. Many students reported strong preferences for paper textbook usage, and indicated several reasons for not liking or not using the e-textbook. The results of this assessment study could help communication course instructors make decisions about adopting e-textbooks versus paper textbooks, as well as alert them to the challenges students may experience with textbook reading.

Comparing Brain Activation between Students who Use Digital Textbooks and Those who Use Conventional Paper Textbooks

The purpose of this study is to compare the effects of digital textbooks and conventional paper textbooks on brain activation during problem solving among elementary-school students. Subjects included 54 6th grade students who used either digital textbooks or paper textbooks. We measured theta waves, alpha waves, beta waves, and gamma waves using PolyG-I (LAXTHA Inc.). We found significant effects of the textbook type for all brainwaves in the prefrontal lobes. Our results suggest that the use of digital textbooks will enhance the development of cognitive and thinking processes during learning.

The Impact of e-Textbooks on Student Performance and the Used Textbook Market

The cost of college textbooks has increased at a rate greater than inflation for many years. In an attempt to save money, students have operated an informal market in used textbooks for decades. Realizing that US textbooks are sold in other countries at lower prices because of the price discrimination practices of publishers, some foreign students have started informal textbook businesses by importing textbooks from their home country and selling them to their classmates. Politicians and administrators discuss e-textbooks as way to reduce cost. There have been a number of pilot studies in recent years; however, these studies have overwhelmingly focused only on user perceptions and not on learning outcomes. This study reviews the extant literature on e-textbooks and reports the findings of an experiment where two operations management courses were taught during the same semester, on the same days, by the same instructor with one class using a traditional paper textbook and the other using the e-textbook version. The future of e-textbooks and the potential impact on the used textbook market are also discussed.

디지털 교육매체 디자인에 관한 국외 사례 연구

디지털 매체의 발달과 교육에 대한 관심은 전 세계적으로 디지털 교육디바이스의 발전을 가져왔다. 교육 선진국인 영국은 전자 칠판, 전자 책상 등 다양한 디지털 교육 매체를 활용하고 있고 일본은 Ditt 액션 플랜을 계획하여 디지털 교과서를 국가적 차원에서 투자 발전시키고 있다. 인터넷 선진국인 한국의 경우는 2007년 수학 디지털 교과서를 시작으로 과학교과서를 거쳐 2010년 영어 공교육강화 정책이 시행되면서 2011년 영어디지털 교과서가 국가 정책의 일환으로 도입 되었다. 빠르게 디지털 교육매체를 받아들이고 발전시키고 있는 과도기적 시점에서 효율적인 교육 효과와 디자인 가이드의 설립을 위하여 디지털 교육 선진국의 디지털 교과서 및 교육 매체의 적용 사례연구를 통한 장단점을 분석하여 한국 디지털 교육의 나아갈 방향을 잡는 것이 필요하다. 이에 본 연구는 LG 유럽 디자인 센터를 기반으로 디지털 교육의 선진국인 영국과, 복지 사회의 기반위에서 적극적인 디지털 교육을 이끌고 있는 스웨덴을 사례 연구 대상국으로 선정하며. FGI, 집중 관찰 분석, 설문, 휴리스틱, KJ 법을 통해 2차례로 분석하며, 현황분석은 국가적으로 막대한 투자를 받고 있는 영국을 중심으로 살펴보며, 스웨덴은 사례연구 및 설문 분석 시 포함한다. 분석 결과 대체적으로 디지털 교과서를 단독으로 사용하는 교육보다는 프린트 교과서 사용을 병행하여 각 매체의 장단점을 적절히 활용하여 수업하는 것을 선호하고 있었으며 학생 및 교사의 만족도도 높게 나타났다. 특히 교사들이 쉽게 적응할 수 있는 디지털 매체의 GUI 디자인이 요구되고 있었다. 이에 향후 디지털 교과서 디자인 기획에 있어서 타겟층(교사와 학생)의 사전 조사 및 설문 분석을 통해 사용자의 특성을 고려한 디지털교육 매체만을 위한 디자인 기획을 해야 한다. 본 연구결과는 디지털 해외 선진국의 사례를 파악하여 국내 디지털 교육산업에 기초 자료로 활용하는데 의의가 있다. Development of digital media and interest in education bring big progress at digital device of education globally. UK which is advanced country of education is using digital education devices such as digital chalkboards, digital desks etc. and Japan plan digital text book's <Ditt action plan> through the state. At 2011, Korea which is advanced country of internet adopted digital text book 2007 with mathematics, through science and English digital text book through the state. Korea's digital textbook is in a transition period, that needs case-study of advanced country of education for setting design guide and educational effect to Digital text book plan. All researches are based on LG europe design center at London, UK and target countries are UK and Sweden which is advanced country of education and a welfare state. Analysis by using FGI, KJ, survey of questionnaire, heuristic method, concentration observation. Through analytical researches prefer using digital text book with paper text book to using solo that can offer each advantage to user and teacher. Especially Interactive GUI design of digital text book to easy to access for teacher whom not friendly with digital device. When plan Digital text book content and design needs methodical design guide for target who students and teachers an in-depth study of the appraisal and method. The results of the research are introduce the design plan as a basic research and giving useful design plan to make digital text book and digital educational media in industrial aspect.

Empirical Analysis of Learning Effectiveness in u-Learning Environment with Digital Textbook

The purpose of this study is to present innovative approaches for u-Learning environment in public education with Digital Textbook. The Korean Government has been making efforts to introduce the u-Learning environment to maximize the learning effect in public education with Digital Textbook. However, there are only a few studies that analyze the effectiveness of u-Learning environment and Digital Textbook. This paper reviews the current status of u-Learning environment in Korea and analyzes the satisfaction level with Digital Textbooks. The first survey regarding technological factors was collected from 197 students. The results of the survey revealed that the level of satisfaction has declined over a year. The weakness of the study is that the sample frame is insufficient and survey questions did not reflect diverse factors of learning effectiveness. To supplement these shortcomings, 2,226 students were asked about learning performance. The results of the survey showed that the satisfaction with Digital Textbooks is much higher than that of paper textbooks. However, this paper is limited to u-Learning environments in public education. Therefore, research needs to be improved by reflecting both public and private sectors of education in following studies. This paper suggests useful guidelines to educators in improving their u-Learning environment.

Students Learn Equally Well From Digital as From Paperbound Texts

Although digital texts are growing in popularity, few studies have systematically examined whether students can learn as well when reading a digital text, compared to reading a paperbound textbook. The present study examined several variables related to comprehension of digital versus paper textbooks, including text complexity, engagement with the text, and long-term retention. Seventy-four students, randomly assigned to read an entire chapter from either a paperbound text or its digital equivalent, completed a 20-item multiple-choice quiz immediately after reading and 1 week later. No differences in comprehension emerged across any variables except for a main effect of test time. More important, there were no interactions with text medium. Therefore, the key to student comprehension appears not to be the method of text delivery but, rather, getting students to read in the first place.

Educating Chemists for the Future

Educating Chemists for the Future

Turning Modern Poetry Education from Paper Textbook into a Digital Textbook by Utilizing Interactive Storytelling

Turning Modern Poetry Education from Paper Textbook into a Digital Textbook by Utilizing Interactive Storytelling

"초등사회과 서책형교과서와 디지털교과서 활용 수업의 효과 비교"

본 연구의 목적은 초등사회과 수업에서 디지털교과서와 서책형교과서를 활용할 때의 학습효과를 활용기간에 따라 비교하는 것이다. 이를 위해 디지털교과서 집단과 서책형교과서 집단의 학업성취도 차이를 1년과 2년 활용 기간별로 비교한 후, 각각의 측정시점에서 디지털교과서와 서책형교과서 활용에 따른 학업성취도와 관련 변인들 간의 관계를 규명하였다. 연구 대상은 5학년과 6학년 동안 사회과 디지털교과서를 활용한 학습자 231명과 서책형교과서를 활용한 학습자 274명이었고, 수집된 자료는 반복측정공분산분석과 다집단분석을 수행하였다. 연구결과, 디지털교과서 집단과 서책형교과서 집단의 학업성취도 차이는 1년 활용 후에는 유의미한 차이를 보이지 않았으나, 2년 후에는 유의미한 차이를 보였다. 1년 후와 2년 후 동일하게 두 집단에서 사전지식이 자기주도학습능력과 학업성취도, 자기주도학습능력이 학습태도에 영향을 미쳤으며, 학습태도가 학업성취도에 미치는 영향은 디지털교과서 집단에서만 나타났다. 활용기간 별 비교에서는 1년 후와 상이하게 2년 후에는 디지털교과서 집단에서 성별이 학업성취도에 영향을 미쳤다. 경로계수 비교에서는 2년 후 서책형교과서의 사전지식과 학업성취도 사이 경로계수가 디지털교과서 집단에 비해 유의미하게 높은 것으로 분석되었다. 이는 디지털교과서 집단에 속한 사전지식이 낮은 학습자의 학업성취도가 2년 동안 지속적으로 향상한데서 비롯된 것으로 해석할 수 있다.

Student Attitudes and Behaviors Towards Digital Textbooks

The purpose of this article is to add to the collective body of knowledge on student behavior and attitudes relative to the adoption of digital textbooks. The article summarizes an ongoing research project that examines past, current and evolving behavior in the classroom related to digital textbooks and school. It includes students, faculty and administrative attitudes behaviors and perceptions. This research was undertaken at the Sawyer Business School of Suffolk University in Boston, Massachusetts. Student attitudes and behavior toward their use of digital textbooks (eTextbooks) in higher education was examined in an ongoing longitudinal study over two years at Sawyer Business School, Suffolk University. Students in the class were divided into six teams. Five of the teams were assigned an eTextbook device and the sixth team was given a paper textbook for use through the semester. The digital technologies examined were: Amazon Kindle, Sony eReader Touch, Apple iPad, enTourage eDGe, and CourseSmart. Student attitudes and behaviors were examined pre and post class by survey each semester, and during the semesters through quizzes, journals and classroom discussion. Differential learning was measured between the six teams. Student attitudes and behaviors are becoming more receptive to and accepting of using digital textbooks each year. There was no significant difference in learning between the eTextbook devices teams or between them and the paper textbook team.

Augmenting paper-based learning with mobile phones

Paper and traditional books have been serving as useful tools in supporting knowledge-intensive tasks and school learning. Although learning strategies such as selective verbatim note-taking or question-asking may foster intentional recall or resolve comprehension difficulties in paper-based learning practice, improvement in learning may depend on the opportunity and quality of which students apply note-taking, review notes, or enhance comprehension through questioning. This study aims to complement a paper textbook with a mobile phone and to treat the combination as a whole to facilitate verbatim note-taking, resolving comprehension questions, and receiving reading recommendations. The textbook paragraphs were augmented with line numbers to facilitate coordination between the mobile phone and the paper textbook. An eight-week comparative study was conducted to explore the use of two reading vehicles. The results and findings show that using a mobile phone to augment paper-based learning is technically feasible and seems to promote the application of verbatim note-taking and posting comprehension questions for discussion. However, the results of two course tests indicate that consequent learning improvement seemed inconsistent among the students. A six-week case study was also conducted to explore the implications of the augmented support to students’ learning practice. The findings show that mobile phones as learning supportive tools to augment paper-based learning could support students’ planning and management of learning strategies or activities. The portability of mobile phones and paper textbooks and the ubiquitous connection of paper-based learning with an online learning community may provide the flexibility in planning ahead for suitable learning strategies or activities and may enhance students’ assessment for management of students’ learning goals.

STUDENT PERCEPTIONS OF ELECTRONIC TEXTBOOKS

Electronic books traditionally haven't been popular with the public but electronic textbooks have been starting to gain traction on college campuses. Textbook publishers and faculty have been experimenting with using them in the classroom with mixed success. Students seem less than enamored with electronic textbooks. This research uses a survey to examine student preferences regarding paper textbooks and electronic textbooks. We find that students overwhelmingly prefer paper textbooks. But, there are fundamental differences between students who prefer paper textbooks and those who prefer e-texts regarding the advantages of each format. We explore student perceptions of electronic textbooks, differences in student perceptions, and how these perceptions might impact the development and use of electronic textbooks in the classroom.

Evaluating the Electronic Textbook: Is it Time to Dispense with the Paper Text?

We examined the perceptions and performance of students who used an electronic versus a traditional paper textbook. Introductory psychology students (N = 392) who chose between the 2 formats did not differ in course grades. However, students using the electronic text reported spending less time reading for class compared to students using the paper text and generally evaluated the electronic text unfavorably. No student who purchased an electronic text in a prior class chose to purchase it for introductory psychology. These findings suggest that it may be premature to abandon the paper text in favor of the electronic text.

Electronic textbooks that transform how textbooks are used

PurposeThis paper's goals are to motivate the design of an electronic textbook that seeks to transform how textbooks are used inside and outside the classroom. In particular, it seeks to show that merely creating an electronic form of an existing paper textbook is not a sufficiently motivating condition for instructors and students to move from paper to electronic textbooks, and doing so misses much of the opportunities presented by electronic media to enhance learning from textbooks.Design/methodology/approachAn electronic textbook application running on Microsoft's TabletPC operating system was implemented and used as the primary text in three offerings of an Introductory Computer Science course, with one section used as a control group. Student learning was assessed via course examinations and overall grades, and student perceptions and use of the textbook were assessed via surveys.FindingsNo significant differences in student learning or textbook usage were observed between students using the electronic and paper versions of the textbook. The surveys indicated a generally neutral reaction to the electronic textbook.Research limitations/implicationsThe number of students used to evaluate the electronic textbook's effectiveness was small, and the text was not evaluated in multiple types of courses.Practical implicationsInstructors often teach and assess students in such a way that reading the text is not required for success. If instructors continue to assign textbooks, a way must be found to motivate their use and improve the way students use them.Originality/valueThis paper gives guidance to those seeking to design and implement electronic books in an educational setting.

Medical Students?? Use of Information Resources: Is the Digital Age Dawning?

Clinicians today face the challenge of applying rapidly expanding medical knowledge to particular patients. There would appear to be an information gap between physicians' needs for information and the delivery of such information. Continuing medical education has largely failed to meet this need. The best strategy probably is to pursue learning at the point of care, because retention of new information is much greater than when learners receive new information through lectures. Computer technology permits frequent updates and lacks the size and weight limitations of printed materials. The authors monitored the use by second-year medical students of an electronic medical textbook, UpToDate, during the transition from the preclinical to the clinical years. The students were surveyed anonymously at the end of the third year about their preferred courses of clinical information. Respondents numbered 116 students of a possible 154 for a response rate of 75%. When asked about what information resource they used most often when seeing patients, 85% mentioned either UpToDate (53%) or another medical information web site, MDConsult (38%). Only 14% of students gave paper textbooks as their first choice. The second most preferred resource was MDConsult (38%), followed by paper texts (27%). Medline was the preferred second choice for 15% of students. Most students preferred paper texts to electronic information sources only as their third choice. In general, the students reported using these resources on a daily basis. They required less than 15 minutes to get the answer to most clinical questions. Clearly, today's medical students use electronic information resources much more than do practicing clinicians. This makes it especially important for academic medicine to make certain that these resources meet the same high standards that are applied to paper textbooks and journals.

Usefulness of the electronic textbook: implementation difficulties. Experience with authoring and implementing e-books in Slovene schools

The electronic textbook, together with the virtual reality worlds on the web, presents a better tool for education than the paper textbook alone; the paper textbook can be included as a pdf file. The interactivity, ease of transport, duplication and adaptation make such material very practical. A cell-tissue-body CD ROM, which is a dynamic hypertext mark-up language (HTML) and virtual reality mark-up language (VRML) website, was produced to teach biology in primary and secondary schools in Slovenia. Because this project is supported by the Ministry of Education, it is free to obtain and is recognised as one of the official textbooks in Slovene schools. This e-book is slowly being implemented into the everyday teaching process. This paper will discuss the advantages and disadvantages of e-books, and also the difficulties of implementing them in our schools. Finally, thoughts on how to overcome the obstacles to future updates of this and other projects will be discussed.

Never mind the textbook — here's the chapters

ABSTRACTThis paper first looks at the current supply model for the paper textbook in the UK market and its peculiar vulnerability not only to the new internet‐based entrants, but also to the changing nature of the very product itself. It then looks at the emerging supply model for the electronic version of the textbook – the e‐book – and why that mode of delivery is especially appropriate to the UK student market. It concludes by describing what the future supply model might look like for this material: the delivery of the electronic chapter.