Charting Your Own Course: Inquiry and Interactive Multimedia e-Books/e-Textbooks

1. Charting
Your
Own
Course:
Inquiry
and
Interactive
Multimedia
e-­‐Books
and
e-­‐Textbooks
Elizabeth Dobler
Emporia State University
edobler@emporia.edu

4. Continuum of Digital Interactivity
Walling, 2014

5. Kids & Family Reading Report™
5th
Edition
Out of Print:
Reimagining the K-12
Textbook in a Digital Age
www.setda.org

6. A BIT OF HISTORY

7. ❖ Student performance does not vary between print and
e-textbook (Sheppard, Grace, & Koch, 2008; Woody, Daniel, & Baker, 2010).
❖ Various presentation modes do not affect
comprehension(Margolin, Driscoll, Toland, & Kegler, 2013).
❖ Annotation features of an e-textbook enhances student
performance (Dennis, 2011).
❖ People understand and remember better when reading
paper (Liu, 2005; Mangen, Walgermo, & Bronnick, 2013).

8. Challenges and Affordances
❖ Lack of comfort with
screen reading (Carlson, 2005).
❖ Requirement to access
Internet when reading
(Sheppard, Grace, & Koch, 2008).
❖ New types of engagement
are facilitated
(Dorn, 2007; Ravid, Kalman & Rafaeli, 2008).
❖ Promotes principles of
universal design to meet
diverse learning needs
(Scott, McGuire & Foley, 2003).

10. Scholastic, 2015
61% OF CHILDREN
HAVE READ
AN E-BOOK
65% of children will
always want to
paper books even
though e-books are
available

11. Reynolds, R. 2013

12. Interactive
Customizable

13. OPEN EDUCATIONAL
RESOURCES
Resources available in the public
domain or shared under an
intellectual property license,
permitting their free use or re-
purposing by others

14. ProjectTomorrow, 2011
Students are empowered to “take responsibility for
their own educational destinies and to explore
knowledge with unfettered curiosity thus creating a
new generation of lifelong learners”.

15. QUALITY E-TEXTBOOKS

16. COMPREHENSION
DYNAMIC INTERCHANGE
RELATIONSHIP AMONG SOURCES

17. ❖ What are the e-textbook preferences of undergraduate
teacher education students?
❖ What are the perceptions of undergraduate teacher
education students towards reading an e-textbook?
❖ How do undergraduate teacher education students
view the role of an e-textbook in their learning
process?

18. e-Textbook Purchase Factors
❖ cost
❖ east of use
❖ ease of purchase
❖ match to learning style
❖ Chulkov & VanAlstine, 2013

19. Self-Regulated
Learning
Schunk & Zimmerman, 1998
Zimmerman, 2002

20. Participants, Methods, Analysis
❖ 56 preservice teachers (8 males, 48 females)
❖ language arts methods course
❖ e-textbook/paper bundle, read on iPad or website
❖ Features:
note sharing
highlighting
keyword search
video, audio and web links
linked definitions
text bookmark

22. e-Textbook
Preferences
Pre-Reading Post-Reading
22% preferred e-textbook 50% preferred e-textbook
58% preferred print textbook 42% preferred print textbook
20% no preference 8% no preference

23. Digital Note Sharing
a social network becomes a learning
network

24. Reasons for e-Textbook
Preference
Reasons for Print Textbook
Preference
available search features familiarity with the format
digital notes features eyestrain with screen reading
lower cost distractions when reading online
light weight
connection to physical movement of
page turning

25. An
e-­‐textbook
can
often
lead
me
to
distraction
(Facebook,
Pinterest,
etc.).
Also
there
is
something
about
print
textbooks
that
puts
me
in
the
mindset
of
‘study’.
I
like
highlighting
and
putting
sticky
notes
in
my
[print]
books.
When
done
electronically,
the
physical
movement
is
absent
so
I
sometimes
feel
like
it
doesn’t
help
me.
When
recalling
information,
it
is
easier
for
me
to
remember
when
it’s
tied
to
a
physical
movement.

26. Being Present in the
Reading Moment

27. My
own
reading
habits
worsened
while
reading
this
e-­‐
textbook.
I
am
used
to
skimming
on
the
computer.
I
carried
this
same
habit
to
the
e-­‐textbook.
It
was
more
difHicult
to
get
absorbed
in
reading.
I
noticed
I
was
more
intrigued
about
reading
the
text.
It
wasn’t
like
I
was
just
sitting
with
a
book
in
my
hand.

28. I
was
more
relaxed
with
the
e-­‐textbook.
Sometimes
I
forgot
I
was
reading
a
textbook.
I
had
to
train
my
brain
to
think
critically
when
reading
because
usually
when
I’m
on
a
device
it’s
for
recreation.
The
linked
deHinitions
are
extremely
helpful.
This
allows
for
reading
Hluency
as
I
don’t
have
to
access
another
source
or
turn
a
page
to
Hind
a
deHinition.
I
really
liked
the
search
function
because
it
took
you
right
to
where
you
needed
to
go.

29. Applying Reading
Strategies to Digital Text

30. Opening
a
new
chapter
in
this
online
text
is
a
bit
more
intimidating
for
me
because
it
shows
the
list
of
sections
to
the
side,
and
there
are
sometimes
many.
I’ve
started
previewing
and
picture
walking
before
I
read
this
text
in
response.
I
believe
my
reading
habits
improved
because
the
text
was
spread
out.
I
read
the
text
normally
but
I
went
back
and
looked
at
the
text
again
to
make
sure
I
didn’t
miss
something.

31. I
tended
to
open
up
links
so
I
was
easily
distracted.
As
a
reader,
next
time
I
would
be
stricter
on
myself
and
not
allow
myself
to
browse
on
other
sites
while
reading.

32. ❖ avoid making assumptions
❖ teaching and modeling
❖ sharing personal experiences
❖ offering students choice
Teachers can promote e-textbook reading by . . .

33. Discussion
Does
digital
text
affect
how
readers
see
themselves,
their
self-­‐ef6icacy,
expectations
for
success
as
a
reader?
How
can
teachers
honor
students’
learning
and
reading
preferences?
How
can
e-­‐textbook
authors
and
publishers
create
materials
that
also
honor
students’
preferences?

34. Presentation References
Allen, N. (2013). The future of digital textbooks. Public Purpose, 10-11.
Amplify (2014). National survey on mobile technology for K-12 education. Retrieved from http://go.amplify.com/2014-mobile-report?rc=Viewpoints
Carlson, S. (2005, February 11). Online textbooks fail to make the grade. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/
Online-Textbooks-Fail-to-Make/18496/
Chulkov, D.V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88,
216–222.
Dennis, A. (2011). E-Textbooks at Indiana University: A summary of two years of research. Indiana University Working Paper. Retrieved from http://
etexts.iu.edu/files/eText Pilot Data 1010-1011.pdf
Dobler, E. (2015). e-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent and Adult Literacy, 58(6), 478-487.
Dorn, R. (2007). Online versus hardcopy textbooks. Science, 315(5816), 1220.
Intel. (2010). Blueprint solutions: Digital content in the K-12 classrooms. Retrieved from
Larson, L.C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22.

35. Larson, L.C. (2012/2013). It’s time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent and
Adult Literacy, 56(4), 280-290.
Liu, Z. (2005). Reading behaviors in digital environments: Changes in reading behaviors over the past 10 years. Journal of
Documentation, 61(6), 700-712.
Mangen, A., Walgermo, B.R., Bronnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading
comprehension. International Journal of Educational Research, 58, 61-68.
Miller, M. (2015). Ditch that textbook. Retrieved from http://ditchthattextbook.com/
Project Tomorrow. (2011). The new 3 e’s of education. Retrieved from http://www.tomorrow.org/speakup/pdfs/
SU10_3EofEducation%28Students%29.pdf
Ravid, G., Kalman, Y., & Rafaeli, S. (2008). Wikibooks in higher education; Empowerment through online distributed
collaboration. Computers in Human Behavior, 24, 1913–1928.
Reynolds, R. (2013). Digital learning: It’s use and integration into the classroom. MSB Direct. Retrieved from http://
issuu.com/mbsdirect/docs/facsurveypdf?e=5049417/2859937

36. Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning: From teaching to self-regulated practice. New York: Guilford.
Scott, S., McGuire, J., & Foley, T. (2003). Universal design for instruction: A framework for anticipating and responding to disability
and other diverse learning needs in the college classroom. Equity & Excellence in Education, 36, 40–49.
Sheppard, J., Grace, J., & Koch, E. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of
Psychology, 35, 2–5.
Sheridan-Thomas, H.K. (2008). Assisting struggling readers with textbook comprehension. In K.A. Hinchman & H.K. Sheridan-
Thomas (Eds.), Best practices in adolescent literacy instruction, pp. 164-184.
Spiro, R.J., Feltovich, P.J., Jacobson, J.I., & Coulson, R.L. (1991). Cognitive flexibility, constructivism, and hypertext: Random
access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 35, 24-33.
Woody, W., Daniel, D., & Baker, C. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55, 945–948.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Walling, D.R. (2014). Designing learning for the tablet classroom: Innovations in instruction. New York: Springer.

37. WEBSITES
• Achieve at http://www.achieve.org/
• OER Commons at https://www.oercommons.org/

38. BOOKS
• Dobler, E., Johnson, D. J., & Wolsey, T.D. (2012). Teaching the language arts: Forward thinking in todays
classrooms. Scottsdale, AZ: Holcomb Hathaway.
• Dobler, E., & Eagleton, M. (2015). Reading the Web: Strategies for Internet inquiry. New York: Guilford.
• Latteier, A., & Matson, M. (2011). The strange and wonderful world of ants. Retrieved from https://
itunes.apple.com/us/app/strange-wonderful-world-ants/id404605416?mt=8