Annotations
Croft, R., & Davis, C. (2010). E-books revisited:
Surveying student e-book usage in a distributed learning academic library 6
years later. Journal of Library
Administration, 50(5/6),
543-569. doi:10.1080/01930826.2010.488600
This purpose of this study was to discover the
preferences of students at Royal Roads University Library as they relate to
using print versions or e-books. In
order to gather data, Survey Monkey was used for a total of 29 days. An email distribution list was generated to
ensure all students received the invitation to participate in the survey. The findings of the study determined that
students are optimistic about the potential benefits e-books offer due to the
high level of convenience.
Janssens, G., & Martin, H. (2009). The feasibility of e-ink readers
in distance learning: A field study. International Journal of Interactive Mobile Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726
This study
sought to introduce e-resource technology to 14 students to determine effective
accessibility and utilization versus traditional printed resources. Students
were administered a 64 item questionnaire after 3-weeks of using the e-readers.
13 of the 14 students responded to the survey which made up the final
participant count. The participants agreed that the advancements of the
e-readers would prove beneficial for studying, with its portability, low
weight, battery longevity. This article
adds to the literature by providing a scenario where e-book implementation
programs can seek buy in from constituents.
Jumani, N., & Rehman, F. (2011). Educational technology landscape- A
Pakistani scene. International Journal of Academic Research, 3(3),
757-765.
This article detailed a study conducted in an
effort to depict the educational technology global landscape. There were 24 participants involved,
consisting of 16 professors and 8 developers in the College of Education at the International Islamic University. The questionnaire delivered to each of the
participants consisted of 20 items which focused on a number of aspects of
educational technology tools including e-books.
Educational technology has offered vast enhancements to distance
education. Research, teaching, and
training have benefited from the explosion of tools such as e-books and the
internet.
Nie, M., Armellini, A., Witthaus, G., &
Barklamb, K. (2011). How do e‐book readers enhance learning opportunities for
distance work‐based learners? Research in Learning Technology, 19(2), 19-38.
doi:10.1080/09687769.2010.548506
This article sought to demonstrate that evidence
from the resulting interviews and surveys show that learning experiences can be
improved by way of the benefits offered by e-books. Both staff and Occupational Psychology
students at the University in Leicester, UK participated in the activities. Incorporating e-books into the academic
programs provided valuable insight on methods for enhancing the flexibility in
curriculum for learners who which busy schedules. This study adds to the evidence that e-books
are tools which answer to a number of the needs of distance education
learners.
Ongoz, S., & Baki, A. (2010). E-book usage of
graduate students studying educational science in Turkey. Turkish Online Journal of Distance Education
(TOJDE), 11(1), 198-210.
This study sought to discover graduate students’
perception on the use of electronic print resources. Participants were 125 post-graduate students
from 39 universities in Turkey majoring in Educational Science. The subjects were
administered a 16 item questionnaire generated and collected by Ebrary, to
assess their views on the use of e-books within their course study. It was
found that the majority sample population favored the use and accessibility of
electronic resources for use in their academic pursuits. This research adds to the efforts of
advocating e-books because it provides groundwork for implementing
collaborative feedback on developing improvements for educational purposes
Robinson, S., & Stubberud, H. (2012). Student
preferences for educational materials: Old meets new. Academy of Educational Leadership Journal, 1699-109.
The purpose of this article was to detail a study
conducted to determine if new technologies offer improved methods for education. The participants of the study were 84
Business students at a Norwegian College and a small campus of an American University. Responses were collected in
regards to preferences relating to various devices and tools used for
teaching. The results of the study
identified which tools are best suited to different learning types. This study adds to the research of e-books
due to the fact that it gives recommendation as to how emerging technologies
such as e-books can be implemented based on learner feedback.
Video Presentation Transcript
References
Croft,
R., & Davis, C. (2010). E-books revisited: Surveying student e-book usage
in a distributed learning academic library 6 years later. Journal of Library Administration, 50(5/6), 543-569. doi:10.1080/01930826.2010.488600
Janssens, G., &
Martin, H. (2009). The feasibility of e-ink readers in distance learning: A
field study. International Journal of Interactive Mobile
Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726
Jumani, N., &
Rehman, F. (2011). Educational technology landscape- A Pakistani scene. International
Journal of Academic Research, 3(3), 757-765.
Laureate
Education, Inc. (2008). Siemens, George: The Future of Distance Education.
Principles of distance education. Baltimore, MD:
Author.
Nie,
M., Armellini, A., Witthaus, G., & Barklamb, K. (2011). How do e‐book
readers enhance learning opportunities for distance work‐based
learners? Research in Learning Technology, 19(2),
19-38. doi:10.1080/09687769.2010.548506
Ongoz,
S., & Baki, A. (2010). E-book usage of graduate students studying
educational science in Turkey. Turkish
Online Journal of Distance Education (TOJDE), 11(1), 198-210.
Robinson,
S., & Stubberud, H. (2012). Student preferences for educational materials:
Oold meets new. Academy of Educational
Leadership Journal, 1699-109.
