Webibliography - To Read or Not to Read: the Growth of E-textbooks in Education

To Read or Not to Read: the Growth of E-textbooks in Education

Summary

Collins and Halverson (2009) review the history of American education from the apprenticeship age through the universal schooling period.  They attempt to address educational areas needing adjustment due to the influence of technology on society today.  The authors point to the rise in school accountability and standards-based instruction for the emigration of wealthy families, as well as poorer families, from public education.  The book serves to issue a call for public schools to embrace technology solutions for students and teachers, given the demand by families to implement innovations in education.  Included in the suggestions is a shift from Carnegie unit courses in high school to mastery examination certificate courses, with students deciding when they are ready to take course exams.  These certificate courses would include basic skills and knowledge embedded within the coursework and be tied to proficiencies necessary within the given career path.  Another suggestion is to address digital equity across the nation.  Families already demand increased innovations in schools, as previously mentioned.  The authors encourage districts to explore expanding options for home schooling, virtual schooling, and learning centers, along with expansion of online course offerings through local schools, to address needs of families.  There remains a need for strong educational leadership to understand areas in need of change and to guide in implementing these changes in the American education system, especially in the areas of updating outdated educational laws and regulations and integrating technology.

In researching student preferences for e-textbooks or print textbooks, Woody, Daniel, and Baker (2010) surveyed undergraduate students, most of whom were freshmen, who indicated they had taken coursework with an e-textbook available.  They collected demographic information from the participants and used a nine-point scale to determine computer usage and proficiency, preference for e-textbooks or print textbooks, and ratings for available features for print textbooks and e-textbooks.  They determined there was not relationship between gender and type of textbook preferred.  They did suggest a positive relationship between student choice of the e-textbook and student self-reports concerning reading from a computer and looking up information while studying.  Students who used e-textbooks in the past indicated a greater satisfaction with e-textbook use compared with non-user anticipated satisfaction ratings.  The study suggests students who used print textbooks were more likely to examine captions and charts when compared to the e-textbook users.  Finally, the research indicated there was no difference in learning outcomes for either group.

A study conducted by Sun, Flores, and Tanguma (2012) researched student perception of e-textbook influence on helpfulness of the e-textbook, on learning outcomes of students, and on student involvement with the content.  The researchers emailed a Likert-type scale survey to undergraduate students in a statistics course.  The instructors in the course either taught the course in a computer lab with an e-textbook available or in a classroom without e-textbook access.  The print textbook was available for $15 from the school bookstore.  Most students in the computer lab opted not to purchase the textbook, while most students in the classroom opted to purchase the print textbook.  Survey responses indicate similar perceptions by students concerning of the e-textbook, yet the students who used the e-textbook during class, the ones in the computer lab, showed an increase in the area of student.  The researchers suggested the ways students interacted with the e-textbooks affected their learning experiences.  Students who used the e-textbook in class tended to perceive the enhanced features of the e-textbook were more helpful and perceived themselves to have more involvement with the content.  The researchers suggested these two factors led to the increase in the learning outcomes.  They emphasized the importance that instructors utilize the enhanced features for in class and out of class assignments, and they encourage all involved parties to work together to ensure students gain maximum benefits from the e-textbooks.

Mardis and Everhart (2011) detailed implementation of e-readers to support use of e-textbooks in a public high school in Florida.  The district approved purchase of e-readers for all teachers and students at the school, with the librarians being at the fore-front of the adoption.  Librarians were the first to learn how to use the devices, they registered them, and purchased and downloaded the e-books to the devices.  Furthermore, they trained school staff in using the e-readers.  Advantages of the e-readers, as noted by the librarians, included the read aloud capability for lower level readers, streamlining textbook inventory when compared to inventory of physical textbook copies, and the capacity to customize textbooks for the school or for student learning styles.  Additional advantages included access to open content, creation of customized playlists for students and teachers, and the capability to tag content for student and teacher searches.  Finally, the librarians encouraged fellow librarians to actively participate and support their own districts efforts to adopt e-textbooks.

Reynolds (2011) reviewed influences on growth of digital textbooks, suggesting major increases in e-textbook purchases over the next five years.  Reynolds suggests that, while digital textbooks currently represent a small share of the market, product availability from textbook companies, e-book companies, and trade book companies moving into the educational market would positively impact e-textbook sales.  This was due largely to cost of e-textbooks, considering the rising costs of print textbook versions.  In addition, e-textbook availability has increased over the last several years, leading to more titles available for student purchase.  As textbook costs have risen, so have student delays in purchase of textbooks and incidences of students sharing textbooks.  The increase of online textbook retailers, textbook rentals, and handheld device popularity were other factors suggested as fueling the potential increase in e-textbook purchases, along with standardization of e-textbook formats and growth of trade books in electronic format.

Critique

There are many points interesting in the Collins and Halverson (2009) text.  They call for major updates to our public school system, while acknowledging changes in American schools have historically come very slowly.  They encourage schools to explore technology to alleviate concerns of families, notably in the push for standards-based instruction and high stakes testing couples with a rising dropout rate.  The authors repeatedly refer to school options, such as virtual schools and charter schools, as families leaving public schools.  They often place these school options with home schooling.  However, in some states, virtual schools and charter schools are public schools, whereas home schooling is private.  This misleads the reader to believe charter schools and virtual schools are not public schools.  Furthermore, they note a valid need for updating laws and regulations which no longer apply to our schools.  Many state and federal regulations do not meet the needs of today’s schools, teachers, and students.  Finally, the authors give practical suggestions for technology integration and common sense ways to address necessary changes in our public school system without totally revamping the entire system.  Nevertheless, strong leadership and a willingness to change are necessary for success

With Collins and Halverson (2009) calling for public schools to integrate technology in classrooms, the e-textbook seems to be a natural place to turn.  Woody, Daniel and Baker (2010) suggest college students prefer print textbooks, yet the participants are mostly freshmen who would have limited exposure to classes with available e-textbooks.  Sun, Flores, and Tanguma (2012) suggest students perceive e-textbooks impact their learning outcomes because they are more engaged with the content during class and the features of the e-textbooks are more helpful than print textbooks.  Both of these studies include participants who did not use e-textbooks; therefore, the students are basing their responses on anticipated satisfaction or anticipated helpfulness.  There is a possibility that resistance to technology or change is interfering with the results.  With the documented growth in e-textbook sales at the collegiate level, it seems there is a growing market for e-textbooks, as students find more titles available at a lower cost.  With the ease of portability, increased access, and lower cost, undergraduate students will most likely follow Reynolds’ (2011) prediction for increasing purchase of digital textbooks.  As more students explore use of e-textbooks, they may determine the advantages of portability, lower cost, convenience, organizational capacities, and accessibility outweigh the disadvantages of eyestrain, resistance to technology, and limited battery life (Sun, Flores, & Tanguma, 2012).  Interestingly, Mardis and Everhart (2011) report colleagues shared positive experiences among high school students and e-reader use.  They note students claimed an increase in comprehension and teachers claimed an increase in student engagement linked to e-reader use in the classroom.  Collins and Halverson suggest districts seek ways to implement technology where it will have the most impact with the least resistance.  In tough economic times, we need to be wise stewards of our resources, especially public funds.  Regrettably, the face of American public education changes slowly.  With much of the research on e-textbook use by students being at the undergraduate level, public schools in America need to weigh carefully their advantages and disadvantages.  Considering the differences between the research in the undergraduate population and reports from high school librarians, further study with e-textbook users is needed to discover comparisons between student use of e-textbooks versus their own use of print textbooks and possible differences between the undergraduate population and K-12 population.  With additional research, public schools can examine available options and make the necessary adjustments.  I am hopeful these steps will occur in a timely manner.

Reference

Collins, A. and  Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Mardis, M., & Everhart, N.. (2011). Digital textbooks in Florida: Extending the teacher-librarians' reach. Teacher Librarian, 38(3), 8-11. Retrieved from http://go.galegroup.com .ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA252002768&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w

Reynolds, R.. (2011). Trends influencing the growth of digital textbooks in US higher education. Publishing Research Quarterly, 27(2), 178-187.  doi: 10.1007/s12109-011-9216-5

Sun, J., Flores, J., & Tanguma, J. (2012). E-Textbooks and students’ learning experiences. Decision Sciences Journal of Innovative Education, 10(1), 63- 77. doi:10.1111/j.1540-4609.2011.00329.x

Woody, W., Daniel, D., Baker, C. (2010) E-books or textbooks: Students prefer textbooks, Computers & Education, 55(3), p. 945-948.