Transitioning from Print Books to E-Books: Exploring
Students’ and Instructors’ Views
Research in Education at UOIT 2015 Symposium
January 16, 2015
UOIT, Oshawa, Ontario, Canada
Maurice DiGiuseppe, UOIT
Saul Carliner, Concordia University
Ann-Louise Davidson, Concordia University
Francois Desjardins, UOIT
Introduction
In the past 30 years there has been a constant influx of technology in higher education.
•
We are currently in an inexorable transition from p-based to e-based learning
materials (e-books/e-newspapers/e-journals) in education. Baber, Bradley, & Childress (2008 )
•
In 2011, forecasters predicted strong adoption of e-books in higher education within 1 or 2 years.
Johnson, Smith, Willis, Levine, & Haywood (2011)
•
In 2013, U.S. post-secondary e-textbook sales hovered between 3% and 6%. Allen (2013)
Why has the adoption of e-learning materials been so sluggish?
The Study
An exploration of 1st year university student and faculty perceptions regarding
P- and e- learning resources (books, magazines, academic journals,
and newspapers), and their perceptions of the effects of these materials in
teaching and learning.
Research Questions:
1. What are the perceptions of university students and faculty towards print
and digital learning materials?
2. How do the perceptions of university students and faculty toward print
and digital learning materials vary for different types of publications
(textbook, magazine, academic journal, newspaper)?
3. What drives university student and faculty perceptions of print and
digital learning materials?
Frameworks
Two theories helped guide this study
● The Unified Theory of Acceptance and Use of Technology
Venkatesh et al. (2003)
● Theory of Perceived Usefulness
Ries & Trout (1993)
Frameworks
The Unified Theory of Acceptance and Use of Technology
Venkatesh et al. (2003)
Four constructs:
1. Performance Expectancy
- the extent to which users find that using a given technology helps
them complete their work
2. Effort Expectancy
- the perceived and actual ease of use of the technology
3. Social Influence
- the perceived extent to which using the new technology affects
users’ standing with others who matter to them
4. Facilitating Conditions
- the degree to which users perceive that they are supported in
using the technology
• A useful basis for considering adoption of e-technologies in general.
• Assists in identifying perceptions that promote and hinder adoption .
Frameworks
Theory of Perceived Usefulness (in a marketing/consumer context)
Ries & Trout (1993)
• Perception involves the development of “mental images”
Merriam-Webster (2010)
Factors (called “drivers”) influence the development of
perceptions.
• In a consumer sense:
“There is no objective reality … no facts … no best products … All
that exists in the world of marketing are perceptions in the minds
of the customers … The perception is the reality.”
Ries & Trout (1993)
Literature Review
The following factors have been found to drive perceptions of e-resource
adoption in post-secondary settings:
•
Cost
•
Convenience
•
Awareness of the technology
•
Previous experience with the technology
•
Impact on learning
•
Study habits, especially note-taking ability
•
Teaching practices
•
Reliability of the technology
•
Type of publications, such as books, magazines, newspapers,
periodicals
•
Inter-operability of the technology
•
Credibility of the content
•
Role—student, faculty, or administrator
Methods
Online Survey
Four major sections:
Section 1: Demographic s.
Section 2: Student and faculty views/experiences with e-resources.
Section 3: Student learning habits with e-resources.
Section 4: Faculty teaching habits with e-resources.
Analysis included descriptives and inferentials (SPSS and MS Excel)
Methods
(Setting and Participants)
• Medium-sized, four-year university in central Ontario (student pop. ~8,500)
• Survey available for 5 weeks during 2012 Spring Term (May 24 - June 28)
• Participants: Undergraduates and instructional faculty.
Category
Total invitations sent
Invitations to students
Invitations to faculty
Student participants
Faculty participants
Student gender
n (%)
6341
6081 (95.9%)
260 (4.1%)
546 (9%)
43 (16.5%)
Female: 294 (53.8%)
Faculty gender
Male: 252 (46.2%)
Female: 23 (53.5%)
Male: 20 (46.5%)
Findings
(E-book Definitions)
In your own words, define the term e-book.
• “a book/document/printed media available in digital/electronic format.”
(instructor)
• “a digitized version of any media considered a book.” (student)
• “a book that is available to read via an electronic device such as a
Kindle, Kobo or iPad.” (instructor)
• “an online copy of a book.” (student)
“E-book” associated with nature of the medium (i.e., electronic/digital),
display devices (Kobo, iPad), file formats (PDF), online availability.
Findings
(Student and faculty exposure to e-books)
Students
Item
Have you heard of the term “ebook” before?
Have you ever read an e-book
(either in its entirety or part of an
e-book)
Have you ever purchased an ebook?
Yes (%)
Faculty
No (%) Yes (%) No (%)
97.6
2.4
100
0
87.9
12.1
81.8
18.2
54.4
45.6
65.1
34.9
• The vast majority of participating students and all instructors were
aware of e-books.
• Most students and faculty had read at least one e-book (or portion
thereof).
• Only a little more than 50% of students and almost 66% of faculty had
purchased an e-book.
Findings
(Student and faculty attitudes toward e-books)
How would you characterize your current attitude towards e-books?
80%
70%
70%
60%
Responses
52%
50%
40%
Students
30%
Faculty
25%
23%
18%
20%
12%
10%
0%
Positive opinion
•
Neither positive nor
negative
Negative opinion
A majority of students and faculty held positive attitudes toward e-books.
Findings
(Student and faculty attitudes toward e-books)
Student and faculty verbal feedback regarding attitudes toward e-books:
• “I prefer being able to physically hold a book in my hand.” (student)
• “[E-books are] better. Easy to access and carry. Convenient and
enhances learning. Also, more affordable and better for the
environment.” (student)
• “I do not like that an e-book can expire so you can only buy access to
it, in some cases, for only 6 months. I also do not like that I cannot
share an e-book with a friend.” (faculty member)
• “For research, [e-books are] much easier and more convenient than
carrying around a heavy load of books...and less expensive as well.”
(faculty member)
• “I get headaches from reading a screen for so long.” (student)
Findings
(Credibility of print and electronic publications)
Printing gives credibility to books, magazines, newspapers, and journal articles.
Faculty
100%
100%
90%
90%
80%
80%
70%
70%
60%
50%
40%
Books
47%
Magazines
39%38%
30%
30%
39%
32%
29%
26%
31% 33%
27% 29%
Newspapers
Journals
Faculty Responses
Student Responses
Students
70%
60%
67%
51%
40%
30%
20%
10%
10%
Newspapers
35%
Journals
21%
16%
14%
14%14%
12%
9%
0%
Agree
No opinion
Disagree
Books
Magazines
50%
20%
0%
77%
Agree
No opinion
Disagree
• more students than faculty believed that printing imparts credibility to
all four types of publications.
Findings
(Convenience of print and electronic publications)
Reading books online is more convenient than reading printed books.
Students
Student Responses
100%
80%
55%
60%
40%
20%
29%
16%
8% 10%
27%
24% 23%
36%
Books
46%
45%
Magazines
29%
13%
22%
Newspapers
11%
6%
Journals
0%
Always
Most of the time
Some of the time
Never
Faculty
Faculty Responses
100%
80%
63%
60%
47%
44%
37%
40%
20%
16%
21%
23%
Books
47%
Magazines
30% 28%
Newspapers
14% 14%
7% 7%
0% 2%
Journals
0%
Always
Most of the time
Some of the time
Never
•
Most students and faculty perceived e-books to be more convenient some of the time.
•
Most students and faculty perceived e-magazines to be more convenient some of the time.
•
Most students perceived e-newspapers to be more convenient some of the time.
Most faculty perceived e-newspapers to be more convenient most of the time.
•
Most students and faculty perceived e-journals to be more convenient most of the time.
Findings
(Cost of E-books)
100%
89%
87%
90%
80%
77%
72%
70%
70%
Responses
76%
75%
63%
59%
56%
60%
53% 53%
44%
41%
50%
40%
30%
20%
47% 47%
Students
37%
30%
Faculty
28%
23%
25%
24%
13%
11%
10%
0%
Yes
No
same (price)
Yes
No
10% less
Yes
No
25% less
Yes
No
33% less
Yes
No
50% less
Yes
No
60% less
•
Students and faculty expect e-books to cost less than p-books.
•
A majority of students and faculty would buy an e-book instead of equivalent p-book if ebook price is at least 33% lower than p-book price.
Findings
(Cost of E-book Readers)
50%
47%
45%
40%
Responses
35%
37%
34%
33%
30%
Students
25%
Faculty
19%
20%
14%
15%
9%
10%
5%
2%
1%
2%
2%
0%
0%
$0-$99
•
$100-$199
$200-$299
$300-$399
$400-$499
$500 or more
A large majority of students and faculty believe that an e-book reader should cost less than
$200 CAD.
Findings
(E-book Ownership)
90%
79%
80%
70%
69%
Responses
60%
50%
40%
Students
Faculty
30%
18%
20%
14%
13%
7%
10%
0%
I believe that I own the e-book
and always have access to it.
•
I believe that I have access to I believe that I am renting the ethe e-book for an extended book for the length of the term.
period of time, such as one or
two years.
Vast majority of students and faculty believe the own an e-book like a p-book
(possess indefinite access to e-book contents).
Findings
(Student Study/Reading Habits)
Student item: In a week when your instructor assigns readings in both print and
online formats, which are you more likely to read?
50%
45%
Student Responses
40%
36%
37%
35%
30%
24%
25%
20%
15%
10%
3%
5%
0%
Print readings only
•
•
•
Both sets of readings
Online readings only
None of the readings
37% more likely to read both p- and e-versions (online)
36% more likely to read just p-readings
24% more likely to read only e-versions online version exclusively.
Findings
(Student Study/Reading Habits)
Faculty:
In a week when you assign readings in both print and online formats, which do you
think students are more likely to read?
100%
90%
Faculty Responses
80%
70%
60%
60%
50%
40%
28%
30%
20%
12%
10%
0%
Print readings only
•
Both sets of readings
Online readings only
A majority of faculty believe that students will preferentially read e-versions (online).
Findings
(Student Study/Reading Habits)
Student Item: Indicate the degree to which you print assigned online texts before
reading them.
48%
50%
45%
Student Responses
40%
35%
30%
25%
20%
20%
15%
16%
16%
10%
5%
0%
I print over 90% of the I print between 50%
time
and 90% of the time
•
I print between 10% I print less than 10% of
and 50% of the time
the time
Significant majority of students rarely print online readings (<10% of the time).
Findings
(Student Study/Reading Habits)
Faculty Item: Indicate the degree to which you believe students print assigned
online texts before reading them.
50%
45%
40%
Faculty Responses
35%
35%
28%
30%
26%
25%
20%
15%
10%
5%
9%
2%
0%
Students print more Students print
than 90% of the between 50% and
time
90% of the time
•
Students print
Students print less
between 10% and than 10% of the
50% of the time
time
Not sure
A majority of faculty believed that students print online readings (up to 50% of the time).
Findings
(Student Study/Reading Habits)
Item for students who claimed to print online texts often: Rank order (1-3) the
following three reasons for printing:
• I prefer to read print
• I print long readings
• Reading print is more convenient
50%
49%
47%
45%
Student Responses
40%
37%
35%
32%
31%
32% 31%
30%
25%
I prefer to read print
21%
The length of the reading
20%
20%
Convenience
15%
10%
5%
0%
1st Choice
•
2nd Choice
3rd Choice
Majority of students print online texts because they prefer to read p-versions.
Findings
(Faculty Perceptions of Student Study/Reading Habits)
Item for Faculty: Use of e-books as textbooks will increase problems with
plagiarism.
49%
Faculty Responses
50%
40%
30%
26%
25%
20%
10%
0%
Strongly
Agree/Agree
•
Neither Agree nor
Disagree
Disagree/Strongly
Disagree
Most faculty (49%) do not believe e-books will increase plagiarism.
Findings
(Faculty Perceptions of Student Study/Reading Habits)
Item for Faculty:
Has the availability of electronic reading/learning materials affected the number of
readings you assign to students in your courses?
100%
90%
Faculty Responses
80%
67%
70%
60%
50%
40%
30%
21%
20%
10%
5%
7%
0%
0%
0%
Overall, I assign Overall, I assign The number of Overall, I assign Overall, I assign Online readings
11% or more
1-10% more
assigned
1-10% fewer 11% or fewer have always
readings than I readings than I readings has readings than readings than been available
did before
did before
not really
before
before
to me, so I have
changed
no point of
comparison
•
Most faculty assign same number of readings.
Conclusions
Preliminary analysis of the data in this study indicate that a number of drivers
created perceptions among students and faculty that both promoted and hindered
the adoption of electronic/digital learning materials.
Driver
Factor
Attitude
Attitude towards e-books
√
Experience
Experience with e-books
√
Credibility
Credibility of e-books
√
Convenience Convenience of e-books
Cost
Choice
Impact
√
Cost of e-books
Cost of e-book readers
Ownership
Promotes adoption Hinders Adoption Notes
√
√
√
Ownership of e-books
Most participants had a positive attitude toward ebooks.
Most participants had previous experience with ebooks.
Most faculty and many students viewed e-books as
equally credible
Type-dependent (e-books sometimes/e-journals
most of the time)
Most participants: e-book price at least 33% less
than print books (currently 30%-40% less)
√
Most participants: e-book reader price should be
less than $200 CAD (currently $100-$400 CAD)
√
Most participants believe complete ownership
(currently, Digital Rights Management (DRM)
student
of use
andand re-sale)
restrictsfrequency
ownership transfer,
lending
These results point to a marked transformation in
confidence
in and
using
mobile√ devices
and
suggests
further
Choice of e-books
printInternet-accessible
√
Many
students
and faculty
preferred print
studies
focused on student and professor use of mobile
devices in
learning
books
books/textbooks
butthe
e-magazines
and e-journals
and
teaching process.
Plagiarism
√
Most faculty: e-books do not increase plagiarism
Excessive content
√
Most faculty: e-books do not increase course
content.
SOME INFERENTIALS
PERCEPTIONS TOWARDS E-BOOKS
0 = enthusiastic, 1 = positive, 2 = indifferent, 3 = negative; 4 = detest
GENDER/E-BOOK PERCEPTION
Students
Male students have more positive perceptions of e-books than females.
Males: (M=1.44, SD= 1.14, N= 252)
Females: (M=1.66, SD= 1.06, N=294).
One-way ANOVA (F= 8.71, p = .021).
Instructors
The was no significant difference between gender and instructors’ perceptions of e-books.
One-way ANOVA (F= .38, p = .79).
AGE/E-BOOK PERCEPTION
Students
There was no significant difference between student’s age and perceptions of e-books.
One-way ANOVA (F= .87, p= .54)
Instructors
There was no significant difference between instructors’ age and their perceptions towards ebooks.
One-way ANOVA (F=1.05, p= .41)
STATUS/E-BOOK PERCEPTION
Students
Part-time students have more positive perceptions of e-books than full-time students.
Part-Time Students (M= 1.14, SD= 1.207, n= 18)
Full-Time Students (M= 1.65, SD= 1.175, n= 528).
One-way ANOVA (F=3.459, p= .063)
Instructors
There was no significant difference between e-book perception of part-time and full-time
instructors. One-way ANOVA (F= .339, p= .563)
EXPERIENCE READING E-BOOK/E-BOOK PERCEPTION
Students
Students with experience reading e-books have more positive perceptions than those
with no experience.
Students with Experience (M=1.58, SD= 1.171, n= 481)
Students with No Experience (M=2.00, SD= 1.180, n= 65)
One-way ANOVA (F= 7.816, p= .005).
Instructors
Instructors with experience reading e-books have more positive perceptions than those
with no experience.
Instructors with Experience (M=1.03, SD= .885, n= 37)
Instructors with No Experience (M=2.13, SD= 1.458, n= 6)
One-way ANOVA (F= 8.005, p= .016)
Implications
• Though not generalizable, the findings of this study seem to point to
increased adoption of e-books and related e-resources in post-secondary
education.
• The rate of e-book adoption may improve if
(a) e-book readers better mimic the “look/feel/function” of print
books.
(b) the price of e-book and e-book reading devices continues to fall
in relation to the price of print books.
(c) e-book ownership rights become similar to p-book ownership
rights.
(d) students and faculty are given the option of using print and/or
e-book resources.
Thank You!