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ERIC Number: EJ1022891
Record Type: Journal
Publication Date: 2014-Apr
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
Electronic Textbooks: Antecedents of Students' Adoption and Learning Outcomes
Terpend, Regis; Gattiker, Thomas F.; Lowe, Scott E.
Decision Sciences Journal of Innovative Education, v12 n2 p149-173 Apr 2014
Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e-texts). Despite the advantages of e-texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e-texts. This situation leads us to investigate two research questions: What factors contribute to students' acceptance of e-texts? Are there differences between hardcopy texts and e-texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e-texts, and the learning outcomes of e-text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease-of-use and the price of e-texts relative to hardcopy texts are two key motivators in e-text adoption, while perceived usefulness, Internet self-efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e-text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A