Journal article
Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course
Journal of Computing in Higher Education, Vol.29(3), pp.477-495
12/2017
DOI: 10.1007/s12528-017-9153-1
Abstract
E-textbooks are more prevalent in college courses, but much recent research still shows that students prefer paper textbooks and have difficulty regulating their learning with digital course materials. Still, college instructors—especially in lower-division STEM courses—often adopt digital course materials with e-textbooks that include a variety of metacognitive supports that students may not use. The purpose of this study was to test whether an intervention that drew upon the principles of the Technology Acceptance Model could facilitate better adoption of an interactive e-textbook in a large, introductory biology course. Participants included 239 undergraduate students from laboratory sections that were randomly assigned to a treatment or control group. The treatment group viewed a video detailing the most beneficial ways to interact with an e-textbook. A pre- and post-test were administered to the participants in both groups. The treatment group had higher overall satisfaction, on average, with the e-textbook than the control group but did not report using the interactive tools more often. The implications for instruction with digital course materials are discussed.
Details
- Title: Subtitle
- Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course
- Creators
- Sam Van Horne - The Office of Assessment University of Iowa Iowa City IA 52242 USAMarisa Henze - The Office of Teaching, Learning and Technology University of Iowa Iowa City IA 52242 USAKathy Schuh - Department of Psychological and Quantitative Foundations University of Iowa Iowa City IA 52242 USACarolyn Colvin - Department of Teaching and Learning University of Iowa Iowa City IA 52242 USAJae-Eun Russell - The Office of Teaching, Learning and Technology University of Iowa Iowa City IA 52242 USA
- Contributors
- Fotis Liarokapis (Editor)Kurt Debattista (Editor)
- Resource Type
- Journal article
- Publication Details
- Journal of Computing in Higher Education, Vol.29(3), pp.477-495
- Publisher
- Springer US; New York
- DOI
- 10.1007/s12528-017-9153-1
- ISSN
- 1042-1726
- eISSN
- 1867-1233
- Grant note
- University of Iowa (http://dx.doi.org/10.13039/100008893)
- Language
- English
- Date published
- 12/2017
- Academic Unit
- Psychological and Quantitative Foundations; Teaching, Learning and Technology; International Programs; Teaching and Learning
- Record Identifier
- 9983984523902771
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