ERIC Number: EJ1053180
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: N/A
E-textbooks: A Personalized Learning Experience or a Digital Distraction?
Journal of Adolescent & Adult Literacy, v58 n6 p482-491 Mar 2015
This article explores the digital reading preferences and strategies used by preservice teachers when reading an e-textbook in a literacy methods course. The use of e-textbooks is becoming more prevalent due to an increase in access to mobile devices, acceptance of e-books in general, and the high cost of print textbooks. To ensure comprehension, teachers need an awareness of e-textbook features and the processes for effectively reading text with embedded web links, video clips, and audio files. In this study, some participants described an increase in cognitive engagement due to the ability to both utilize e-textbook features and engage with media, in addition to text. Others found the process of reading an e-textbook challenging because of distractions on their device, eye strain, and a feeling of being overwhelmed with choices. Overall the preservice teachers expressed a preference for choice between using print, electronic format, or both.
Descriptors: Electronic Learning, Electronic Publishing, Textbooks, Textbook Research, Preferences, Reading Strategies, Preservice Teacher Education, Preservice Teachers, Literacy, Usability, Layout (Publications), Multimedia Materials, Teaching Methods, Individualized Reading, Intermode Differences
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A