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Interactive electronic textbook use in higher education: grades, engagement, and student perceptions

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  • Jonathan B. Allred
  • Cheryl A. Murphy

Abstract

A trend towards electronic textbooks (e-textbooks) in higher education has given cause for additional research regarding their effectiveness when compared with traditional print textbooks. There is a lack of research specifically regarding interactive e-textbooks - texts that have been enriched with embedded links, videos, quizzes, or other activities. This study presents the findings from an introductory education course within a large university in the USA that began using an interactive e-textbook as the dominant text for the course. Correlation was measured between student grades and three different elements of an interactive electronic textbook: total time spent logged into the e-textbook, student engagement level, and percent of interactive activities accessed. Student perceptions of the e-textbook were also gathered. Results showed significant positive correlation between overall course grades and two of the three variables tested (time and engagement). Survey results revealed a high level of comfort and convenience using the interactive e-textbook.

Suggested Citation

  • Jonathan B. Allred & Cheryl A. Murphy, 2019. "Interactive electronic textbook use in higher education: grades, engagement, and student perceptions," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 25(3), pages 296-309.
    • Handle: RePEc:ids:ijilea:v:25:y:2019:i:3:p:296-309
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