Kalz, M., Specht, M., & Van Oosterzee, M. (2012). Impact of tablet computers and eBooks on learning practices of law students. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (pp. 203-208). October, 16-18, 2012, Helsinki, Finland.In this paper we present first results from an ongoing pilot study at the law faculty of the Open University of the Netherlands. Students participating in a bridging course have been given the choice between traditional study methods and the use of a tablet-computer equipped with digital learning resources and electronic textbooks. In this paper we report first qualitative findings from this pilot study. A monthly questionnaire has been administered to let students rate statements on a 7-point-likert-scale. These findings are enriched with results from a focus group session in January 2012. The results are discussed and an outlook on future work is provided

Kalz, Marco

Specht, Marcus

Van Oosterzee, Michiel

English

In this paper we present first results from an ongoing pilot study at the law faculty of the Open University of the Netherlands. Students participating in a bridging course have been given the choice between traditional study methods and the use of a tablet-computer equipped with digital learning resources and electronic textbooks. In this paper we report first qualitative findings from this pilot study. A monthly questionnaire has been administered to let students rate statements on a 7-point-likert-scale. These findings are enriched with results from a focus group session in January 2012. The results are discussed and an outlook on future work is provided

Open University of the Netherlands Research Portal

Impact of tablet computers and eBooks on learning practices of law students

DSpace at Open Universiteit Nederland

 1 
Impact of tablet computers and eBooks on learning 
practices of law students 
Marco Kalz, Marcus Specht 
Centre for Learning Sciences and Technologies 
Open University of the Netherlands 
P.O. Box 2960, 6401 DL Heerlen, The 
Netherlands 
{marco.kalz, marcus.specht}@ou.nl 
Michiel van Oosterzee 
School of Law 
Open University of the Netherlands 
P.O. Box 2960, 6401 DL Heerlen, The 
Netherlands 
michiel.vanoosterzee@ou.nl  
 
ABSTRACT 
In this paper we present first results from an ongoing pilot study at the law faculty of the Open University of the 
Netherlands. Students participating in a bridging course have been given the choice between traditional study methods 
and the use of a tablet-computer equipped with digital learning resources and electronic textbooks. In this paper we report 
first qualitative findings from this pilot study. A monthly questionnaire has been administered to let students rate 
statements on a 7-point-likert-scale. These findings are enriched with results from a focus group session in January 2012. 
The results are discussed and an outlook on future work is provided. 
Author Keywords 
pilot study, qualitative study, tablet-computer, iPad, law, eBooks 
 
INTRODUCTION 
With the growing diffusion of tablet computers the electronic book (eBook) has been receiving more and more attention 
in different business sectors. Large publishing houses have reported for the first time more sales of electronic books than 
printed books. Also in the educational context the introduction of tablet computers and eBooks is intensively discussed in 
several countries. To date, several studies have been conducted mostly using traditional eReaders instead of tablet 
computers. Three types of studies have been conducted about the effects of electronic books: Media comparison studies 
(printed books vs. eBook), literacy studies and studies that focus on the change of learning practices. 
Prensky (2011) argues for the ban of traditional books in higher education institutions. He proposed this step as a sign of 
“moving education into the future”. Besides this mere and ungrounded opinion about the role of electronic books there is 
also empirical work available. Woody, Daniel, & Baker (2010) have focused in their study on preference of students 
between electronic versions of a book and printed textbooks for learning. In their study the authors have taken into 
account the influence of computer experience on this choice. They found that students prefer traditional books instead of 
eBooks no matter how much computer experience they have. No significant differences have been found in terms of 
learning results. Rockinson-Szapkiw, Holder, & Dunn (2011) compare the motivation of students for a number of 
learning tasks when using eBooks in comparison with traditional books. The authors found a significant difference in 
motivation between the groups. The students with eBooks had a significant higher motivation to study the instructional 
material as the other group. It is an open question if this increase of motivation is only a novelty effect or if the effect 
would sustain a longer period of time. Only a longitudinal study would be able to answer this question. Weisberg (2011) 
has conducted a longitudinal study over 2 years in a business school. In this study the use of 5 different devices for 
reading electronic books are analyzed and compared with a group using traditional textbooks. In the study no significant 
difference in terms of learning results is found. The study shows that the acceptance and usage of the devices as primary 
or secondary sources for learning has grown during the study because of the further development of the devices but also 
because of market penetration and prior experiences with these devices. 
Another group of studies has focused on the effects of eBooks on literacy and especially reading skills. Korat (2010) has 
conducted studies about the effects of eBooks on word reading, story comprehension and vocabulary of kindergarten 
children. The group that used en eBook reader and eBooks shows significantly better results in understanding of word 
meaning and word comprehension. In a different study (Shamir, Korat, & Shlafer, 2011) the authors have analyzed the 
impact of a tutor-supported use of eBooks versus individual usage on the writings skills of kindergarten children from 
families with a low socioeconomic status. The study shows that only a tutor supported scenario can lead to significant 
improvement of emergent word writing and phonological awareness. Jones & Brown (2011) have analyzed effects of 
electronic books on reading engagement of third-grade students. A traditional textbook, a website containing a collection 
of online-books for children and an eBook have been compared in the study. The study shows that the possibility to 
chose a book on the website had an effect on motivation and engagement of students. No significant effects have been 
found in the comprehension results of the book versus the electronic book. 
Nie, Armellini, Witthaus, & Barklamb (2011) have focused in their study on the effects of eBooks and eBook-readers on 
changing learning practices. In the study they compared the use of an eBook-reader in a master program for occupational 
  2 
psychology and a master program for education. Both groups report an increased flexibility in their learning due to new 
learning contexts that occur through the portability of the devices. Learners could use small time-slots more effectively 
and they developed new study strategies through notes, annotations and the preparation of assignments. 
In this paper we present first results from an ongoing study at the law faculty of the Open University of the Netherlands. 
12 students of a pre-master preparatory course have been provided with tablet computers equipped with content of 4 
courses. In the study we have combined a mixed-method approach combining quantitative and qualitative measures. Our 
research question was if we can confirm findings from the study by Nie, Armellini, Witthaus, & Barklamb (2011) and 
how learners experience new learning practices and learning opportunities. In the next section we provide details about 
the study, discuss results and limitations and provide an outlook on future research. 
 
IPAD STUDY 
At the Open University of the Netherlands we offer several bridging courses preparing learners to enter study programs 
on the master level. Learners who do not fulfil all requirements for a master program usually choose these courses.  In the 
summer 2011 two versions of the bridging course for the master program in law have been offered to students. A 
traditional version with printed study books, textbooks and law digests and a digital version containing all the material in 
a digital version on a rental tablet computer. 
Participants 
In September 2011 we have kicked off the pilot study with 12 students who have chosen the fully digital version of the 
pre-master course. The sample characteristics are presented in table 1. The group consisted of 6 female and 6 male 
students which were mostly involved in part time studies. Their mean age was 32 years (range 39) and the participants 
were all rather experienced with the use of mobile devices, tablet computers and 50% have even used an app-store 
before. Most learners were intrinsically motivated to participate in the study, 
Sample Characteristics Results 
Gender Male 50% 
Female 50% 
Study context 75% Part time 
25% Full time 
Age Mean 32.25/Range 39 
Experience 85% Have experiences with using an app store 
100% use a portable computer at least weekly 
50% have experiences with tablet computers 
Voluntariness 85% intrinsically motivated 
15% extrinsically motivated 
Table 1. Participants iPad study 
Material & Procedures 
The learners who had decided for the digital version received an Apple iPad 2 preinstalled with the standard applications 
and additionally the iBooks application for ePubs and the Goodreader application for PDF files. The study material 
consisted of 4 courses with 7 modules in total. The study material consisted of approximately 3000 pages of printed text 
which is shown in figure 2. 
 
Figure 2. Study material iPad study 
 3 
Some of the textbooks used in these courses are coming from academic publishers who agreed to the use of digital 
versions of their textbooks in the pilot. The digital versions of the study material were to a large extent a transfer of the 
print design to the digital version. Only one functionality has been added: In the studybooks a self-test has been 
integrated via a pop-up solution. Reflective questions have been asked to the learner and the answer was then presented 
in the popup window. Besides textbooks some workbooks and law digest collections have been added. The material has 
been handed out to the students at the kick-off of the pilot. Questions about handling and use of the material have been 
answered at this event. In addition a telephone-helpdesk has been installed for the pilot in case of later questions. 
Students have been explicitly asked to use the device also for other learning purposes and they were allowed to install 
additional applications under their own account. 
Data Collection 
Data collection has been done via a monthly questionnaire administered with an online questionnaire administration 
software. The first questionnaire has been filled out just before the kick-off-event followed by a monthly update. In 
January 2012 a 2-hour focus group session (Grabowski, Massey, & Wallace, 1992) has been conducted. The focus group 
had been prepared with an interview handbook. The focus group was conducted with a moderator and an assistant. The 
session has been recorded and transcribed. 
RESULTS  
In this part of the paper we summarize the results of questions from the monthly evaluation related to learning practices. 
In addition we summarize the most important findings from the focus group session in January 2012. 
Monthly questionnaires 
We have administered a monthly questionnaire in which we have collected responses with regards to changing learning 
practices. The students have been asked to evaluate statements on a 7-point-likert scale ranging from 1 (completely 
disagree) over 4 (neutral) to 7 (fully agree). To see how stable the effects on changing learning practices are we have 
repeated the evaluation of the statements each month (Pre-M4). 
Question Pre M1 M2 M3 M4 
The iPad offers new 
learning opportunities 5.67 6.92 6 6 5.58 
The iPad connects 
learning contexts 
which have been 
previously 
unconnected  4.5 6.33 4.5 5.18 5.5 
I have ubiquitous 
access to learning 
content and learning 
environments 5.25 6.42 5.33 5.09 5.58 
I am accessing other 
parts of the learning 
environment of the 
University 4.33 6 4.67 4.82 4.58 
In the future I am 
intending to use the 
iPad for other courses 4.42 5.67 5.25 5.45 5.5 
I am using the iPad to 
search for information 
I need at a specific 
location  5.83 6.33 5.75 5.82 5.83 
I use the iPad to 
search for detailed 
information and 
references 5.33 5.92 4.58 5.18 5.33 
With the iPad I have 
flexibly more material 
at hand compared to 
print 5.92 6.67 5.58 5.73 5.67 
Through the increased 
access to information 
I can reflect about 
alternative solutions 5.08 6.08 4.83 5.18 4.83 
I am using the iPad 
during discussions 
with other students 3.83 5.25 2.67 3.36 3.08 
Table 2. Mean scores for questions related to changing learning practices 
  4 
Table 2 reveals some interesting findings about the acceptance and stability of effects with regards to changing learning 
practices. While the expectation of the students where rather neutral as depicted in the pre-questionnaire, after approx. 1 
month of usage the experiences of the participants are positive to very positive. After the first month there is a decrease 
of values observable. In the third usage month a slight increase can be seen so that after 4 months all values show an 
increase compared to the pre-questionnaire and a decrease compared to the questionnaire after 1 month of usage. If we 
compare the questions in different categories we can see that especially the questions related to increased access to 
learning (Question 1-3) have been evaluated very positively and these effects are stable over time. Students are intending 
to use the iPad also for other courses, probably depending on the offer of the University. The students have evaluated 
using the tablet computer for accessing other parts of the learning environment more neutral. This could also be 
influenced by the usability of accessing other parts of the learning environment with mobile devices. Students seem to 
use the tablet computer and the learning material rather in individual learning contexts than in group learning contexts. 
They tend to disagree with the statement that they use the iPad in discussion with other students. 
Focus group session 
To enrich these results with personal accounts of the students we have conducted a focus group session in January 2012. 
All students in this session report newly created learning opportunities through the flexible way to carry the whole study 
material on the iPad. Especially in situations where a lot of changes of context is important, the digital study material is 
highly valued. But the use of the digital material is highly dependent on personal reading preferences and the personal 
learning context. Most students read the study material in different context like travel, holidays etc. and they mention the 
potential of using the material at any time also influences their long-term planning of learning. While the printed material 
is simply too much to be carried during travel the digital material adds much flexibility to the curriculum delivery. The 
students do not report much use of other parts of the electronic learning environment of the Open University of the 
Netherlands. So they seem to use the iPad rather as a reading device and they do not use the device to access the VLE of 
the University or other parts of the electronic learning environment. 
Some students report the connectedness of the tablet-computer as a limitation since they are easily disturbed in 
concentration due to access to other apps they use for personal purposes (e.g. mail). Several students have visited 
voluntarily support lectures at the study centres of the Open University of the Netherlands. During these sessions they 
have faced problems of collaboration and synchronisation. The lecturer was using the printed version of the books while 
some students used the ePub version which has no fixed page numbers. This has lead to confusion and a mismatch 
between the study material used in a lecture. Students have only reported low usage of the opportunity to personalize the 
tablet-computer according to their own requirements. Only a few number of students report the installation of additional 
apps for productive work (Office apps), data sharing (Dropbox) and applications for flexible annotations. Since students 
of law have to combine different sources like a textbook, a studybook and a law digest most students report that it is not a 
good solution in terms of usability to switch between several books on the tablet-computer. This has led in some cases to 
the practice that the students have combined digital versions and a printed version of the law digest for example. 
DISCUSSION AND CONCLUSIONS 
In this short paper we have briefly summarized the results of the monthly questionnaire and the focus group session 
conducted in January 2012. In the study we can confirm findings by Nie, Armellini, Witthaus, & Barklamb (2011) who 
have reported an increase of flexibility and the emergence of new learning contexts and learning practices. The 
questionnaire has shown that the effects have been to date relatively stable. Nonetheless there seems to be also a novelty 
effect (Clark, 1983) involved although we would need to assess the data over a longer period of time to see if the values 
decrease even more after longer usage. 
The focus group session has confirmed findings from the questionnaire and has revealed interesting details about the 
usage and adaptation of the device and the study material. Students have reported synchronisation problems while using 
the digital learning resources in lecture situations. While they have in general favoured the ePub-format over the study 
material in PDF-format the flexibility and use of specific reading preferences (size of text) has led to the problem that the 
information provided by lecturers using printed study material was not easy to follow due to the reformatting of the 
material according to these preferences. 
The use of multiple learning resources at the same time was a common practice for the students. Especially the law digest 
was often used as additional resource. Students have reported a low usability in terms of switching between the digital 
material on the tablet computer. This has led to the practice that students have used the digital material in combination 
with printed resources. These findings deliver valuable input for the future development of digital learning resources at 
the Open University of the Netherlands and especially the School of Law. Instead of using isolated resources of the 
digital study material we will explore in the future the integration and intelligent linking of resources that are often used 
together. 
ACKNOWLEDGEMENTS 
The pilot study would have not been possible without the support of the following publishers: Kluwer, Boom & SDU. 
 
 5 
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Grabowski, M., Massey, A. P., & Wallace, W. A. (1992). Focus groups as a group knowledge acquisition technique. 
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Impact of tablet computers and eBooks on learning practices of law students

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