E-Books in Teaching and Learning Process (original) (raw)

The Impact of Using the Interactive E-Book on Students’ Learning Outcomes

International Journal of Instruction, 2019

This study aimed to determine the impact of using the interactive e-book media on the students' learning outcomes in the historical topic of the social subject of the seventh class of junior high schools. This study employed the experimental research method involving 59 students in the control group and 59 students in the experimental group. The results showed that the mean score of the experimental group before using the e-book was 54.78 and the mean score after the treatment of using e-books was 81.69. This means that there has been an increase in the mean score by 26.91 after using the interactive e-book in the social subject. In addition, the results of the comparative test of the knowledge between the control and experimental groups showed that the experimental group had a mean score of 81.69 higher than the control group, which was 64.75 with the Sig. value of (2tailed) 0.000 < 0.05 which means that there are significant differences in the scores between the control group and the experimental group. Hence, the interactive ebook media is effective to be used to improve the students' knowledge in the social subject of the seventh class.

Education Faculty Students' Views About Use of E-Books

Turkish Online Journal of Distance Education, 2015

Parallel to technological developments, numerous new tools are now available for people's use. Societies adapt these tools to their professional lives by learning how to use them. In this way, they try to establish more comfortable working environments. Universities giving vocational education are supposed to teach these new technologies to their students to help them become successful in their future profession. Books that serve as the basic sources of information for education faculty students are increasingly being transformed into e-books parallel to these new technologies. In line with these developments, identifying students' approaches and preferences regarding e-book could help determine the needs regarding this type of new technologies. In line with this purpose, the present study aimed at determining the views and preferences of preservice teachers regarding e-book as well as their levels of general knowledge about this technology. The participants of the study were 1179 students attending an education faculty (660 female, 519 male). In the study, qualitative and quantitative methods were used together. The results revealed that the students did not have sufficient knowledge about e-book and that they regarded any digital source on the Internet as e-book. Of all the participating preservice teachers, only 6% of them had sufficient knowledge about ebook.

Teachers- Perceptions On The Use Of E-Books As Textbooks In The Classroom

2012

At the time where electronic books, or e-Books, offer students a fun way of learning , teachers who are used to the paper text books may find it as a new challenge to use it as a part of learning process. Precisely, there are various types of e-Books available to suit students- knowledge, characteristics, abilities, and interests. The paper discusses teachers- perceptions on the use of ebooks as a paper text book in the classroom. A survey was conducted on 72 teachers who use e-books as textbooks. It was discovered that a majority of these teachers had good perceptions on the use of ebooks. However, they had little problems using the devices. It can be overcome with some strategies and a suggested framework.

The Students and Teacher’s Views on the Use of E-Textbooks in Reading Classroom

2019

Since the development of information technology grows rapidly, the educational institutions are offered various media or tools of instruction supporting and enhancing teaching and learning process. E-textbooks are a variety of technology which changes the experience of classroom language from traditional into paperless in reading classroom. This technology facilitates the teacher and the students to utilize computer and paper-based reading tasks in realizing the functions of the e-learning environment. It creates an atmosphere of independent acquisition and quality pedagogical strategies which can improve the efficiency of teaching and learning. The use of electronic textbook completed by hypertext and multimedia tools clearly demonstrated the advantage of this technology compared with traditional textbooks. This research is about the teacher and students’ views on using e-textbooks for reading in EFL classroom. This research aims to identify, describe, and analyze teacher and stude...

E-Books as Textbooks in the Classroom

Procedia - Social and Behavioral Sciences, 2012

The electronic books, or e-Books, offer students, teachers and schools an additional medium or tool of instructions that can support or enhance the learning process. All this while, the use of e-Books is limited to college students. Using e-Books as text books in the classroom at schools is a new paradigm especially in developing countries. As with all books, there are various types of eat an e-Books is, and its advantages, limitations, strategies and framework of using it as a text book in classrooms.

To what extent can e-books have an impact on academic learning

With the modern generation of technology, many common objects continue to evolve. The printed book is one of these objects, which has been reinvented into an electronic book. According to Vassiliou and Rowley (cited in Ghaebi and Fahimifar, 2011, p. 778), an e-book can be defined as “a digital object with features that can be provided in an electronic environment”. In addition, both Cope and Kalantzis (2001, p. 146); Lai and Chang (2011, p. 1) mention that the initial electronic reader was the Sony Bookman, which appeared in 1992. Since then, the rate of e-book sales has rapidly increased from year to year. According to Polanka (2012, p. 71); Dewan (2012, p. 1), Amazon, which is one of the famous online publishers, emphasizes that more electronic books have been bought than physical books since 2001, and this indicates that web books fill a significant need for readers. This situation is also viewed by Cope and Kalantzis (2001, p. 224); Lai and Chang (2011, p. 2), who clarify that a majority of libraries in many countries in the world have focused on e-book technology. In light of the above, it is no surprise that e-books are being widely discussed for use in academics. This essay will argue that using electronic books can be efficient in academic study. It will also highlight four perspectives against using e-book in academic learning which are depending on technical features, complicating access, associating with leisure reading and restricting reading skills.

Perception of Junior High School Students about the Use of E-books as Learning Sources

Journal of Educational Science and Technology (EST)

This study aims to determine the perception of junior high school students about e-books as a learning source. This study used survey method involving 95 junior high school students. The questionnaire is used to find out the students' perceptions of e-books. The results show that although today's students have been familiar with many technologies, including handheld devices, however, evidently they do not fully involve technology for their learning activities. In fact, there are still many students who prefer to use conventional printed books rather than electronic books. This study also revealed several reasons for their preference, their reason can be a consideration for learning developers to design e-books that match the characteristics, expectations, and needs of students.

Preliminary Research on the Utilization of Electronic Textbooks

This report focuses on electronic textbooks which have been researched and developed in connection with full implementation of new guidelines for teaching. It discusses findings from an analysis of the features offered by such textbooks and the potential learning activities to which they might contribute. In addition to the features and utilization methods of electronic textbooks already being sold, the report also examines electronic textbooks published by several companies, which have been distributed as samples, to identify new features that have been added in response to anticipated uses. A test study was conducted to analyze "motivational features" and "methods of addressing setbacks in learning". In addition to the existing features of previous electronic textbooks, the following areas were identified as having the potential to address the broad needs of teachers and expand teaching effectiveness: 1) attention to universal design; 2) attention to spiral lea...

A Review Paper Based on Paradigm in Using E-Text Books and E-Learning Apps in the Classroom

The textbooks are crucial to learning in the traditional classroom-based setting, though their role in e-Learning environment might be different. Through a categorical analysis this study investigates that if currently available learning resources provided by textbooks are suitable for e-learning purpose. An e-learning framework incorporating different stages of learning and adopting the usage of learning resources was first developed as a guide. Here, a sample of learning resources that came with 100 commonly used textbooks in the disciplines of logistics/supply chain management and information systems were classified using the framework techniques. To corroborate the classification and diversity, cluster analysis was also conducted to identify major clusters of learning resources along two dimensions-complexity of content and ease of use. The findings display that most of the sampled textbook learning resources are only suitable for low-order to mid-order learning according to the revised generation and maintaining the generation gap observed. The majority of the resources investigated lack the sophistication and complexity to support high-order learning that involves a great deal of interaction and collaboration among learners and facilitators on e-learning platforms. In other words, existing textbook learning resources might contribute well to self-regulated low-order and mid-order eLearning involving basic to intermediate cognitive processes, such as remembering, understanding, applying and analyzing. They are generally ill-designed to facilitate high-order e-Learning involving advanced cognitive processes such as evaluating, observing and creating, which require extensive interaction and collaboration among learners and facilitators in an e-learning environment. The utmost best e-books now have audio incorporated. The quality of the audio can be excellent with professional voice actors and with good sound effects. Interactive activities are often included to check the comprehension, vocabulary and grammar. Other e-books however, are simply a digital version of the paper book-such as PDF-and it offer no 'extras' other than what is inbuilt into the platform, such as a dictionary or note-taking capacity. Fortunately, most publishers offer sample pages to download and it really is worth doing this it also minimizes the wastage of papers in e-learning.

The effect of E-books on Preservice student teachers' achievement and perceptions in the United Arab Emirates

E-books are replacing textbooks at educational institutions worldwide. The effectiveness of e-books depends on factors such as design, interactivity, richness of content, and students' perceptions of the benefits they gain or think they gain. This study aimed to investigate the effect of e-books on learning technological course content and assess preservice student teachers' perceptions of the usefulness of e-books for their course learning. The study used a quasi-experimental, three-group pretest-posttest design with two experimental groups and one control group. The first experimental group used an interactive e-book (an iBook); the second, a non-interactive e-book (a PDF version of the iBook); and the control group, a hardcopy version of the same e-book. Participants were preservice student teachers studying a technology course at the United Arab Emirates University. A post-treatment questionnaire was also administered to all participants. The results did not show any significant difference in achievement of the course content related to the type of the book used. Preservice teachers had a significantly more positive attitude towards the usefulness of the interactive e-book version for content learning than towards other versions and reported more advantages and fewer disadvantages of the interactive version compared to the other versions.