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Transitioning from Print Books to E-Books: Exploring Students’ and Instructors’ Views

Transitioning from Print Books to E-Books: Exploring Students’ and Instructors’ Views Research in Education at UOIT 2015 Symposium January 16, 2015 UOIT, Oshawa, Ontario, Canada Maurice DiGiuseppe, UOIT Saul Carliner, Concordia University Ann-Louise Davidson, Concordia University

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Transitioning from Print Books to E-Books: Exploring Students’ and Instructors’ Views

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  1. Transitioning from Print Books to E-Books: Exploring Students’ and Instructors’ Views Research in Education at UOIT 2015 SymposiumJanuary 16, 2015 UOIT, Oshawa, Ontario, Canada Maurice DiGiuseppe, UOIT Saul Carliner, Concordia University Ann-Louise Davidson, Concordia University Francois Desjardins, UOIT

  2. Introduction In the past 30 years there has been a constant influx of technology in higher education. • We are currently in an inexorable transition from p-based to e-based learning materials (e-books/e-newspapers/e-journals) in education. Baber, Bradley, & Childress (2008 ) • In 2011, forecasters predicted strong adoption of e-books in higher education within 1 or 2 years. Johnson, Smith, Willis, Levine, & Haywood (2011) • In 2013, U.S. post-secondary e-textbook sales hovered between 3% and 6%. Allen (2013) Why has the adoption of e-learning materials been so sluggish?

  3. The Study An exploration of 1st year university student and faculty perceptions regarding P- and e- learning resources (books, magazines, academic journals, and newspapers), and their perceptions of the effects of these materials in teaching and learning. Research Questions: • What are the perceptions of university students and faculty towards print and digital learning materials? • How do the perceptions of university students and faculty toward print and digital learning materials vary for different types of publications (textbook, magazine, academic journal, newspaper)? • What drives university student and faculty perceptions of print and digital learning materials?

  4. Frameworks Two theories helped guide this study ● The Unified Theory of Acceptance and Use of Technology Venkatesh et al. (2003)● Theory of Perceived UsefulnessRies & Trout (1993)

  5. Frameworks • The Unified Theory of Acceptance and Use of Technology Venkatesh et al. (2003) • Four constructs: • 1. Performance Expectancy • - the extent to which users find that using a given technology helps • them complete their work • 2. Effort Expectancy • - the perceived and actual ease of use of the technology • 3. Social Influence • - the perceived extent to which using the new technology affects users’ standing with others who matter to them • Facilitating Conditions • - the degree to which users perceive that they are supported in • using the technology • A useful basis for considering adoption of e-technologies in general. • Assists in identifying perceptions that promote and hinder adoption .

  6. Frameworks • Theory of Perceived Usefulness (in a marketing/consumer context) • Ries & Trout (1993) • Perception involves the development of “mental images” • Merriam-Webster (2010) • Factors (called “drivers”) influence the development of perceptions. • In a consumer sense: • “There is no objective reality … no facts … no best products … All that exists in the world of marketing are perceptions in the minds of the customers … The perception is the reality.” • Ries & Trout (1993)

  7. Literature Review The following factors have been found to drive perceptions of e-resource adoption in post-secondary settings: • Cost • Convenience • Awareness of the technology • Previous experience with the technology • Impact on learning • Study habits, especially note-taking ability • Teaching practices • Reliability of the technology • Type of publications, such as books, magazines, newspapers, periodicals • Inter-operability of the technology • Credibility of the content • Role—student, faculty, or administrator

  8. Methods Online Survey Four major sections: Section 1: Demographic s. Section 2: Student and faculty views/experienceswith e-resources. Section 3: Student learning habits with e-resources. Section 4: Faculty teaching habits with e-resources. Analysis included descriptives and inferentials (SPSS and MS Excel) Data were analyzed in SPSS and Microsoft Excel using descriptive statistics.

  9. Methods(Setting and Participants) • Medium-sized, four-year university in central Ontario (student pop. ~8,500) • Survey available for 5 weeks during 2012 Spring Term (May 24 - June 28) • Participants: Undergraduates and instructional faculty.

  10. Findings(E-book Definitions) • In your own words, define the term e-book. • “a book/document/printed media available in digital/electronic format.” (instructor) • “a digitized version of any media considered a book.” (student) • “a book that is available to read via an electronic device such as a Kindle, Kobo or iPad.” (instructor) • “an online copy of a book.” (student) • “E-book” associated with nature of the medium (i.e., electronic/digital), display devices (Kobo, iPad), file formats (PDF), online availability.

  11. Findings(Student and faculty exposure to e-books) • The vast majority of participating students and all instructors were aware of e-books. • Most students and faculty had read at least one e-book (or portion thereof). • Only a little more than 50% of students and almost 66% of faculty had purchased an e-book.

  12. Findings(Student and faculty attitudes toward e-books) How would you characterize your current attitude towards e-books? • A majority of students and faculty held positive attitudes toward e-books.

  13. Findings(Student and faculty attitudes toward e-books) • Student and faculty verbal feedback regarding attitudes toward e-books: • “I prefer being able to physically hold a book in my hand.” (student) • “[E-books are] better. Easy to access and carry. Convenient and enhances learning. Also, more affordable and better for the environment.” (student) • “I do not like that an e-book can expire so you can only buy access to it, in some cases, for only 6 months. I also do not like that I cannot share an e-book with a friend.” (faculty member) • “For research, [e-books are] much easier and more convenient than carrying around a heavy load of books...and less expensive as well.” (faculty member) • “I get headaches from reading a screen for so long.” (student)

  14. Findings(Credibility of print and electronic publications) Printing gives credibility to books, magazines, newspapers, and journal articles. Students Faculty • more students than faculty believed that printing imparts credibility to all four types of publications.

  15. Findings (Convenience of print and electronic publications) Reading books online is more convenient than reading printed books. Students Faculty • Most students and faculty perceived e-books to be more convenient some of the time. • Most students and faculty perceived e-magazines to be more convenient some of the time. • Most students perceived e-newspapers to be more convenient some of the time. • Most faculty perceived e-newspapers to be more convenient most of the time. • Most students and faculty perceived e-journals to be more convenient most of the time.

  16. Findings(Cost of E-books) • Students and faculty expect e-books to cost less than p-books. • A majority of students and faculty would buy an e-book instead of equivalent p-book if e-book price is at least 33% lower than p-book price.

  17. Findings(Cost of E-book Readers) • A large majority of students and faculty believe that an e-book reader should cost less than $200 CAD.

  18. Findings(E-book Ownership) • Vast majority of students and faculty believe the own an e-book like a p-book • (possess indefinite access to e-book contents).

  19. Findings(Student Study/Reading Habits) Student item: In a week when your instructor assigns readings in both print and online formats, which are you more likely to read? • 37% more likely to read both p- and e-versions (online) • 36% more likely to read just p-readings • 24% more likely to read only e-versions online version exclusively.

  20. Findings(Student Study/Reading Habits) Faculty: In a week when you assign readings in both print and online formats, which do you think students are more likely to read? • A majority of faculty believe that students will preferentially read e-versions (online).

  21. Findings(Student Study/Reading Habits) Student Item: Indicate the degree to which you print assigned online texts before reading them. • Significant majority of students rarely print online readings (<10% of the time).

  22. Findings(Student Study/Reading Habits) Faculty Item: Indicate the degree to which you believe students print assigned online texts before reading them. • A majority of faculty believed that students print online readings (up to 50% of the time).

  23. Findings(Student Study/Reading Habits) • Item for students who claimed to print online texts often: Rank order (1-3) the • following three reasons for printing: • I prefer to read print • I print long readings • Reading print is more convenient • Majority of students print online texts because they prefer to read p-versions.

  24. Findings(Faculty Perceptions of Student Study/Reading Habits) Item for Faculty: Use of e-books as textbooks will increase problems with plagiarism. • Most faculty (49%) do not believe e-books will increase plagiarism.

  25. Findings(Faculty Perceptions of Student Study/Reading Habits) Item for Faculty: Has the availability of electronic reading/learning materials affected the number of readings you assign to students in your courses? • Most faculty assign same number of readings.

  26. Conclusions Preliminary analysis of the data in this study indicate that a number of drivers created perceptions among students and faculty that both promoted and hindered the adoption of electronic/digital learning materials. These results point to a marked transformation in student frequency of use and confidence in using Internet-accessible mobile devices and suggests further studies focused on student and professor use of mobile devices in the learning and teaching process.

  27. SOME INFERENTIALS PERCEPTIONS TOWARDS E-BOOKS 0 = enthusiastic, 1 = positive, 2 = indifferent, 3 = negative; 4 = detest GENDER/E-BOOK PERCEPTION Students Male students have more positive perceptions of e-books than females. Males: (M=1.44, SD= 1.14, N= 252) Females: (M=1.66, SD= 1.06, N=294). One-way ANOVA (F= 8.71, p = .021). Instructors The was no significant difference between gender and instructors’ perceptions of e-books. One-way ANOVA (F= .38, p = .79). AGE/E-BOOK PERCEPTION Students There was no significant difference between student’s age and perceptions of e-books. One-way ANOVA (F= .87, p= .54) Instructors There was no significant difference between instructors’ age and their perceptions towards e-books. One-way ANOVA (F=1.05, p= .41)

  28. STATUS/E-BOOK PERCEPTION Students Part-time students have more positive perceptions of e-books than full-time students. Part-Time Students (M= 1.14, SD= 1.207, n= 18) Full-Time Students (M= 1.65, SD= 1.175, n= 528). One-way ANOVA (F=3.459, p= .063) Instructors There was no significant difference between e-book perception of part-time and full-time instructors. One-way ANOVA (F= .339, p= .563) EXPERIENCE READING E-BOOK/E-BOOK PERCEPTION Students Students with experience reading e-books have more positive perceptions than those with no experience. Students with Experience (M=1.58, SD= 1.171, n= 481) Students with No Experience (M=2.00, SD= 1.180, n= 65) One-way ANOVA (F= 7.816, p= .005). Instructors Instructors with experience reading e-books have more positive perceptions than those with no experience. Instructors with Experience (M=1.03, SD= .885, n= 37) Instructors with No Experience (M=2.13, SD= 1.458, n= 6) One-way ANOVA (F= 8.005, p= .016)

  29. Implications • Though not generalizable, the findings of this study seem to point to increased adoption of e-books and related e-resources in post-secondary education. • The rate of e-book adoption may improve if • (a) e-book readers better mimic the “look/feel/function” of print • books. • (b) the price of e-book and e-book reading devices continues to fall • in relation to the price of print books. • (c) e-book ownership rights become similar to p-book ownership • rights. • (d) students and faculty are given the option of using print and/or • e-book resources.

  30. Thank You!

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