Literature Review

James Dunn

CEP 822

Literature Review

Introduction

The Topic

Electronic textbooks offer significant advantages over print editions.  K-12 textbooks are bulky and quickly become outdated.  Electronic textbooks can be annotated, highlighted, and bookmarked.  They afford visually- and hearing-impaired students, as well as struggling readers, the accommodations that can help them succeed and are sometimes required by law.

Electronic textbooks have, in the past, done about as good a job as print editions.  They had no real advantage over print textbooks other than their increased portability and novelty effect.  A new wave of electronic textbooks has additional features that can be used across multiple platforms, deliver automatic updates, and more information for less money than ever before (and sometimes for free).

General Overview of the Literature

The first wave of electronic textbooks were glorified PDFs.  Most of the literature to date confirms that students did about as well with electronic textbooks as they did with the print versions.  That is intuitive, since there was very little difference between the two.

My Rationale

If the electronic textbooks of the 1990s and 2000s were version 1.0, we are in 2.0 today, with 3.0 on the horizon.  Given that electronic textbooks v1.0 were about as effective as print textbooks, and today’s electronic textbooks are better, schools should begin adopting them.  In addition to the advantages mentioned above, electronic textbooks can bring a lot of resources—animations, simulations, slide shows, and more—all into one convenient package for students.  Students also have the advantage of viewing and interacting with this content at home.

To date, the research has only had a chance to review the first wave of electronic textbooks.  Future research needs to focus on electronic textbooks v2.0.  I am confident that the results will be strong, since students do better when they interact with content, the way today’s electronic textbooks allow.  Once the strong results come in, a more standardized format will emerge.  Then electronic textbooks v3.0 can take off and be adopted large-scale nation-wide.

Body

Kinds of Work Reviewed

            Case studies seem to be the most relevant type of research available for electronic textbooks.  While most of it involves older iterations of electronic textbooks, it is still important to understand how electronic textbooks started and how they fared.

Description of Selected Important Works

            Cameron (2011) found that Naval War History students did slightly better using iPads running the iAnnotate application.  The textbooks were static PDFs, but the app allowed them to highlight, cross-out, jot down notes, underline, and write over the text.

Students were generally not distracted by the other features of the iPad, although some were.  Students enjoyed the portability of the iPad over a printed textbook.  Their favorite feature was the ability to search the book (or a page) for a specific word or phrase.  This is similar to what they have come to expect from a Mac (command + f) or a PC (control + f).

Gilmour (2008) found that pre-service and in-service teachers did significantly better with electronic textbooks than print textbooks.  This was the only study that I found that made this claim.  This suggests either an anomaly or a different approach.  Gilmour was the instructor in the class being tested.  His study was the only one to offer more than PDFs.  He embedded learning objects directly in-line with the textbooks.

A potential concern is whether or not an electronic textbook written by someone other than the class instructor can have the same results.  Gilmour points out this obvious potential problem, but said that it can and should be attempted.  I agree with him.  Instructors should always be very familiar with the text they use in their classes.  As long as the instructor is familiar with the electronic resource being used, this should not be a problem.  S/he should be able to clarify points and answer questions for students.

Lane (2006) found that although students enjoyed the aesthetics of electronic textbooks, they were unimpressed by the lack of features.  Students in the college-level business class said that they wanted to have the ability “edit, mark, and annotate” the text.”

Maynard (2005) looked at 11-12 year olds in England that were used to using computers.  The control group used a traditional textbook, while the test group used a CD-ROM (see, the article is showing its age!).  These particular sixty students were chosen because they were used to using computers, so the novelty of using an electronic textbook is mitigated.

A serious limitation of the study is that the two groups of students did not use identical textbooks.  The author mentions that it was very difficult to find identical copies of relevant text.  If this study were to be done today, I do not think this would be as limiting a factor as it was in 2005.  At the end of the study, she found that students using the electronic textbooks performed better than their peers, but not statistically significantly better.  I would love to see a similar study done today comparing two identical titles.  Porter (2010) saw similar results with college students in an Allied Health class.

Students in an Intro to Computer Science class did slightly better with electronic textbooks than students using traditional printed textbooks (McFall, 2005).  McFall deduced that this is so because the electronic textbook is basically the same thing as the print version.  The only advantages that the electronic textbook offers are built-in highlighting, note taking, and diagram building.

An unexpected advantage of using electronic textbooks is that he could track when students read the book.  He could look at time of day and length of each session.  He expected to find that students were reading the books very late at night, but was somewhat surprised to see that most reading took place right before class and in the early evening.  Students spent an average of 7.5 minutes reading per session.  Typical results were between 4 and 14 minutes.  Since this was only used in an elective introductory survey course, there was no direct correlation between average number of minutes reading and performance in the class.  Although everyone that averaged 10 minutes or more “did do quite well” in the class.

Conclusion

How My Work is Informed by the Work of Others

            The most important piece of work that I reviewed was Gilmour (2008).  His research is the only example that showed a significant performance improvement by using electronic textbooks.  The main difference between Gilmour and the others is the he included learning objects in-line.  The potential for this kind of textbook is huge.  Apple’s new iBooks allows textbook publishers, teachers, and district administrators to all create their own electronic textbooks.  They can include animations, simulations, slide shows, and more.  They can also do basic features that electronic textbooks v1.0 had (annotation, highlighting, bookmarking, zooming in, and audible reading.

References

Cameron, A. H., & Bush, M. H. (2011). Digital course materials: A case study of the apple iPad in the academic environment. Pepperdine University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/874080368?accountid=12598

Gilmour, D. J. (2008). Effective use of technology in classrooms: Electronic interactive text and integrated technological/pedagogical environment. Temple University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/304492831?accountid=12598

Lane, D. N. L. (2006). Evaluating e-textbooks in a business curriculum. Nova Southeastern University). ProQuest Dissertations and Theses, , 180 p. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/304910188?accountid=12598

Maynard, S., & Cheyne, E. (2005). Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103-115. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/218233261?accountid=12598

McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library, 23(1), 72-81. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/218258279?accountid=12598

Porter, P. L. (2010). Effectiveness of electronic textbooks with embedded activities on student learning. Capella University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/192907508?accountid=12598

Annotated Bibliography

Cameron, A. H., & Bush, M. H. (2011). Digital course materials: A case study of the apple iPad in the academic environment. Pepperdine University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/874080368?accountid=12598

Cameron and Bush had college-level Naval War History students use an electronic textbook en lieu of a paper textbook.  They used Apple’s first iPad iteration, running the iAnnotate app to open .pdf textbooks.  Students basically read static textbooks.  The iAnnotate app allows students to highlight, cross-out, jot down notes, underline, and write over the text.

Students were generally not distracted by the other features of the iPad, although some were.  Students enjoyed the portability of the iPad over a printed textbook.  Students’ favorite feature was the ability to search the book (or a page) for a specific word or phrase.  I agree that this tool is invaluable.  I often find myself frustrated when I am reading a piece of paper, and there is no option to hold down “command + f” (or “control + f” on a PC).

Gilmour, D. J. (2008). Effective use of technology in classrooms: Electronic interactive text and integrated technological/pedagogical environment. Temple University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/304492831?accountid=12598

Gilmour tested the effectiveness of an electronic textbook substituting the traditional paper textbook in an undergraduate technology integration class for pre- and in-service teachers.  The author of the study is also the instructor involved in the study.  His research is the only research that showed a definitive increase in student performance as a result of the electronic textbook.  His was also the only one that attempted to do more than just provide a .pdf for students to carry around with them.

My only concern is whether or not an electronic textbook written by someone other than the class instructor can have the same results.  My gut tells me that it can be done, but this research does not prove that.  Gilmour points out this obvious potential problem, but said that it can and should be attempted.  I agree with him.  Instructors should always be very familiar with the text they use in their classes.  As long as the instructor is familiar with the electronic resource being used, I do not foresee any major hurdles.  S/he should be able to clarify points and answer questions for students.

Lane, D. N. L. (2006). Evaluating e-textbooks in a business curriculum. Nova Southeastern University). ProQuest Dissertations and Theses, , 180 p. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/304910188?accountid=12598

Lane studied students enrolled in college-level business class using electronic textbooks.  The books were in .pdf format.  Lane did not address the performance of students that used the electronic textbooks, rather, decided to focus on student feedback from surveys.  Students were overall somewhat pleased with the ease of use and aesthetics of the electronic textbooks, but were disappointed by the lack of features.  They wanted to have the ability to “edit, mark, and annotate” the text.

When I first discovered that the textbooks were simple .pdfs and did not allow for annotation or highlighting, and did not contain any simulations, movie clips, or slideshows, I knew that this dissertation would not provide any new or interesting information.  It should not be surprising that students feel the same way about .pdfs that they do about paper textbooks.  The only real advantage that a .pdf has it the ability to be saved on most platforms.  It is then lighter than carrying around a heavier paper textbook.  .pdf textbooks do nothing to promote learning that paper textbooks do not already do.

Maynard, S., & Cheyne, E. (2005). Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103-115. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/218233261?accountid=12598

An interesting article (though it is quickly becoming outdated) looked at 11-12 year olds in England that were used to using computers.  The control group used a traditional textbook, while the test group used a CD-ROM (see, the article is showing its age!).  These particular sixty students were chosen because they were used to using computers, so the novelty of using an electronic textbook is mitigated.

A serious limitation of the study is that the two groups of students did not use identical textbooks.  The author mentions that it was very difficult to find identical copies of relevant text.  If this study were to be done today, I do not think this would be as limiting a factor as it was in 2005.  At the end of the study, she found that students using the electronic textbooks performed better than their peers, but not statistically significantly better.  I would love to see a similar study done today comparing two identical titles.

McFall, R. (2005). Electronic textbooks that transform how textbooks are used. The Electronic Library, 23(1), 72-81. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/218258279?accountid=12598

McFall tests the effectiveness of electronic textbooks in his Intro to Computer Science class at Hope College in Holland, MI.  Students that used the books only did slightly better than the control group, and not statistically significantly so.  McFall’s greatest guess as to why is that the electronic textbook basically tries to copy the print textbook.  I tend to agree with him.  The only advantages that the electronic textbook offer are built-in highlighting, note taking, and diagram-building.

An unexpected advantage of using electronic textbooks is that he could track when students read the book.  He could look at time of day and length of each session.  He expected to find that students were reading the books very late at night, but was somewhat surprised to see that most reading took place right before class and in the early evening.  In my own undergraduate experience, I found that I did a lot of my work right before and between classes, in the evening before dinner, and on Sundays.  I also did a lot of work late at night.  I was not particularly surprised by McFall’s findings.

Students spent an average of 7.5 minutes reading per session.  Typical results were between 4 and 14 minutes.  Since this was only used in an elective introductory survey course, there was no direct correlation between average number of minutes reading and performance in the class.  Although everyone that averaged 10 minutes or more “did do quite well” in the class.

Porter, P. L. (2010). Effectiveness of electronic textbooks with embedded activities on student learning. Capella University). ProQuest Dissertations and Theses, Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/192907508?accountid=12598

Porter conducted rigid research where three groups of college students in an Allied Health class participated.  The control group read a chapter from a traditional paper textbook, and the two variable groups read from the same chapter on a CD-ROM in an electronic textbook.  All groups of students took a pre- and a post-test.  There were no significant differences among the groups.

Her results did not surprise me even a little bit.  Basically, all students did the exact same thing!  The only difference is that some read from a computer screen and some read from a piece of paper.  This dissertation did not reveal anything new at all.  If I conduct any research surrounding electronic textbooks I will be sure to test more than the effectiveness of an LCD screen vs. a piece of paper.  Without built-in tools like highlighting and note taking capabilities, along with simulations and picture slideshows, I am not sure how one could expect the results to be any different.

Introduction and Background

What is the issue in education you wish to address?

What are the effects of electronic textbooks on high school student achievement?  I may refine my question to a specific assessment such as a state-wide end-of-course exam, the ACT, or one of the tests on the ACT.

Describe the personal significance of this question to you.

Personally, I learn better on my own at first.  I like to be able to read through some content, watch a short video clip, try a simulation, highlight/mark passages that I find interesting or have a question about, and annotate the text.  When compared to a traditional high school classes, I think electronic textbooks can provide a richer experience.  Students are usually not allowed to highlight or annotate their textbooks.  They can use sticky notes, but it is not the same.

Describe the practical significance of this question.  For whom else besides yourself might this question be significant?

Teachers, principals, and district administrators might find my question significant.  All three of the parties want to increase student achievement.  Principals and district administrators might be particularly interested in the question if the price is substantially higher or lower than traditional paper textbooks.  They also might be interested if they have money that has to be spent on technology hardware.  They might be able to purchase computers, iPads, or other tablets with the technology money, and then spend nothing or less than they are used to spending on electronic textbooks.

What have others said about the issue?

I was surprised to find that there has been a lot of research surrounding electronic textbooks.  I was not sure if this would be the case, since I had assumed that electronic textbooks were a recent idea.  It turns out they have been around for over a decade.  The downside is that there really was not any research around modern electronic textbooks utilizing Apple’s new iBooks application.

An interesting article (though it is quickly becoming outdated) looked at 11-12 year olds in England that were used to using computers.  The control group used a traditional textbook, while the test group used a CD-ROM (see, the article is showing its age!).  These particular sixty students were chosen because they were used to using computers, so the novelty of using an electronic textbook should be minimized (Maynard, 2005).

A serious limitation of the study is that the two groups of students did not use identical textbooks.  The author mentions that it was very difficult to find identical copies or anything.  At the end of the study, she found that students using the electronic textbooks performed better than their peers, but not statistically significantly better.  I would love to see a similar study done today comparing two identical titles.  The electronic textbooks today have movie clips and simulations embedded in them.  Vocabulary words are hyperlinked.  Instead of the occasional pictures on pages, students can flip through slideshows showing similar or contrasting ideas—without leaving the page.  Students can highlight, annotate, and bookmark whatever they want.

In another article, I read about a Texas initiative to move towards electronic textbooks.  The state is purchasing the electronic books.  Schools can then either print them for their use, or access them online.  Schools can use money that would have otherwise been spent on books, as well as other money, on the technology hardware.  This article did not talk about any findings.  I found it interesting because it addressed the fact that schools can save money that had been earmarked for textbooks, and put it into updating hardware. (Radcliffe, 2010)