9,552 research outputs found

    Technology Savvy and E-textbook Experiences

    Get PDF
    Despite the promises of e-textbooks, the wide-spread adoption by college students has yet to materialize. The customization of e-textbook support will facilitate the process, but it requires a better understanding of the differences among individual users in their adoption of e-textbooks. The main focus of this study is to examine the role of technology savvy in terms of IT-related experiences, skills and self-efficacy of students in their use of e-textbooks. It is hypothesized that technology savvy moderates the relationships among e-textbook helpfulness, student involvement and learning outcome. The results from a survey suggest that the e-textbook experiences of students vary significant across technology veterans and novices. In particular, the mediating relationship between e-textbook helpfulness and learning outcome through student involvement is stronger for users with higher technology savvy. Thus, it is important to get students with low level of technology savvy involved in learning activities through customized e-textbook support

    The Digital Disconnect: The Widening Gap Between Internet Savvy Students and Their Schools

    Get PDF
    Presents findings from a survey of public middle and high school students from thirty schools across the U.S. Looks at how students rely on the Internet to help them do their schoolwork, in addition to dozens of other education related tasks

    The influence of technological savviness and home internet access on student decisions to use print or digital course materials

    Get PDF
    The purpose of this survey research study was to examine Tennessee community college student decisions and experiences with print and digital course material formats. Analysis considered which format students prefer between print or digital, the reasons behind those preferences, and whether those preferences significantly differed based upon demographic characteristics, perceived levels of technological savviness, and/or the availability of home internet access. Students enrolled for the fall 2019 semester at community colleges across the Tennessee Board of Regents system were surveyed using both open-and closed-ended questions (n = 1,912). Results showed that most students (63.6%) preferred to use print materials, with no significant connections based on demographic characteristics (non-White, low income, age) or home internet access. Student voices woven throughout provided an additional layer of insight for educational leaders seeking to establish policies and practices that optimize the student experience

    Key Factors Influencing Students\u27 Post-Triability Intention to Adopt E-Textbooks in a Medium-Size University

    Get PDF
    In recent years, E-textbooks have become a real alternative to the traditional textbooks in higher education. Many institutions have been encouraging their usage with mixed success. This study investigates students’ perceptions of E-textbooks in a medium-sized university in the Midwestern United States and measures students’ intention to adopt E-textbooks where they had an option to choose between traditional textbooks and E-textbooks for their classes. Literature reviews indicated some inconsistencies related to E-textbook adoptions. We used the Technology Acceptance model to investigate these inconsistencies. We considered three factors in this study: Perceived Ease of Use, Perceived Values, and Technology-Savvy. An E-textbook adoption model is proposed, and we used an online survey to collect data among students on campus. In this study we focus on those students who have tried E-textbooks in at least one of their classes and assess their intention to adopt. This study confirms that the Perceived Ease of Use is a critical factor to consider for the successful adoption of E-textbooks

    Assessing Student Perceptions and Current Adoption of E-Textbooks

    Get PDF
    This study looks into students’ perception about E-textbooks and assess current adoption of E-textbook in a medium-size university in the Midwest of the United States. Literature reviews indicated some inconsistencies related to E-book adoptions. This study will investigate some of those inconsistencies including prior usage as factors in E-book adoption. Other factors considered in this study are: trialability, perceived values, and technology savvy. The theory of Technology Acceptance Model will be used in this study. An E-textbook adoption model is proposed and survey methodology will be used in this study. Survey will be administered among students on campus

    Associated Students Annual Report 2014-2015

    Get PDF
    https://scholarworks.sjsu.edu/associatedstudents/1005/thumbnail.jp

    Interactive E-Texts and Students: A Scoping Review

    Get PDF
    The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O’Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences. Keywords: interactive e-text, student experience, scoping review, post-secondary educationL’objectif de cet article était d’explorer l’étendue des connaissances disponibles sur l’utilisation des documents numériques interactifs et leur relation avec les expériences d’apprentissage des étudiants à l’enseignement supérieur. Suivant le cadre de l’étude d’Arksey et O’Malley (2005), cet examen de l’étendue des connaissances nous a permis de repérer et d’analyser 33 articles. Les caractéristiques de l’étude sont présentées selon quatre thèmes retrouvés dans les articles consultés : (1) l’impact des documents numériques interactifs sur les expériences d’apprentissage des étudiants; (2) la relation entre les documents numériques interactifs et les résultats scolaires; (3) les facteurs influençant l’adoption des documents numériques interactifs et les expériences d’utilisation par les étudiants; et (4) les rôles, les responsabilités et les recommandations. Tandis que l’utilisation des documents numériques interactifs devient de plus en plus fréquente au postsecondaire, leur impact sur les expériences d’apprentissage des étudiants demeure complexe. Cet article souligne l’importance de la convivialité, du coût, de l’accessibilité, de la portabilité et du rôle des enseignants. Puisque l’utilisation de documents numériques interactifs est prometteuse, de futures recherches devraient explorer comment les obstacles pourraient être réduits au minimum et les avantages maximisés pour permettre le meilleur impact possible sur les expériences d’apprentissage des étudiants. Mots-clés : documents numériques interactifs, expérience étudiante, étendue des connaissances, éducation postsecondair

    iGeneration And Their Acceptance of Technology

    Get PDF
    Technology is becoming increasingly embedded into our lives. We are seeing a push towards digitization and online access. This can be a challenge for some because users’ level of technical ability varies among the generations and other factors. Predicting technological innovations and how they might supplement, integrate with, or entirely replace existing technology is nearly impossible. These changes and innovations include many within the realm of education, including the relatively recent advent and increasing presence of e-Book sources and platforms.  This study examines how higher education students across different generations are embracing electronic books in their studies. Students have more distractions than ever before. Using mobile devices smartly but having the ability to concentrate when you need to can be a challenge. Just because e-Books options are available and being increasingly adopted does not necessarily mean they are preferred by students.  This study contributes to our understanding of their acceptance across different generations of students

    Engaging Higher Education Students Through Tweeting

    Get PDF
    Social media such as Twitter helps engage learners and promotes interaction with course content. Twitter allows learners and educators to interact via “tweets” via Smartphones, laptops, or any device with Internet access. This presentation will demonstrate how to use Twitter as a platform for discussion, polling, question and answer sessions, and other collaborative interactions in a higher education classroom. It will step educators through the process of setting up a Twitter account and the process of planning a lesson with Twitter applications
    • …
    corecore