1,111,524 results on '"Electronic books"'
Search Results
2. 2023 Brick & Click: An Academic Library Conference (23rd, Maryville, Missouri, November 3, 2023)
- Author
-
Northwest Missouri State University, Frank Baudino, Sarah Jones, Becky Meneely, and Abha Niraula
- Abstract
Eight scholarly papers and seven abstracts comprise the content of the twenty-third annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The 2023 paper and abstract titles include: (1) The Reliability and Usability of ChatGPT for Library Metadata (Jenny Bodenhamer); (2) A Balancing Act in the Archives: Increasing Access to the Great Plains Black History Museum Collections (Wendy Guerra and Lori Schwartz); (3) Developing Info Students Where They Are: Personalizing Instruction to Increase Literacy Skills to Meet Engagement (Jorge A. León); (4) Empowering Undergraduates: Building Confidence in Primary Source Literacy (Jaycie Vos and Jess Cruz); (5) Quest for the Best: An Info Lit Strategy for First Year Seminars (Stephanie Hallam, Mary Bangert, and Michael Bezushko); (6) Are We Putting Our Values into Practice? Chat Reference Assessment (Mardi Mahaffy); (7) A Pilot Workshop on AI Art and Libraries at the University of Mississippi (Alex Watson); (8) New Expansions of Open Access to Benefit Research and Researchers (Barbara Pope); (9) Zettelkasten Note-Taking in Zotero for Grounded Writing (Rachel Brekhus); (10) Building Community: Library Leadership of a Common Book Program (Jill Becker); (11) Digital Media and Innovation Lab: A Must Have for Academic Libraries (Navadeep Khanal and Joseph Sabo); (12) Digital Libraries as Digital Third Place: Virtual Programming in the Age of Loneliness (Craig Finlay and Jenny Haddon); (13) Community Engagement: Academic and School Library Partnerships (Melissa Dennis); (14) Launching a Ticketing System With Asana (Hong Li); and (15) Meeting the Needs of Student Parents (Sarah Hebert). [For the 2022 proceedings, see ED623765.]
- Published
- 2023
3. The Effect of Amount, Type and Reoccurrence of Interactions in Electronic Books on Word Learning and Story Comprehension by Kindergartners
- Author
-
Menahem Yeari, Adi Hadad, and Ofra Korat
- Abstract
Numerous studies have examined the positive and negative effects of various types of interactions that occur while children view electronic book (e-book) stories. However, the effects of the different types of interactions have not been compared, and more importantly, the optimal amount and reoccurrence of these interactions on children has not been explored. The present study was designed to fill this gap by examining the effect of amount, type and reoccurrence of e-book interactions on kindergarteners' new word learning and story comprehension. To do so, 72 children aged 5-6 year-old viewed three picture e-book stories in one session read by digital narrators, and then repeated this procedure in a second session. Each story included a word clarification or a story elaboration type of interaction, which occurred at low (every two screens), medium (every screen), or high frequency (more than once on most screens) during viewing. Following each story, participants were asked to define target words and answer comprehension questions. Results showed that increasing the amount of interactions, whether word clarifications or elaborations, enhanced word learning and story comprehension following the second exposure to the e-book stories. These findings suggest that interruptions during e-book viewing to explain difficult words or expand the plot by inferential information, do not interfere with the narrative course and do not impair learning processes, at least not in the amounts of interactions examined in this study. These conclusions bear practical implications for the design of e-books, and more generally, for the interactive approach adults may adopt when reading a story to children.
- Published
- 2024
- Full Text
- View/download PDF
4. Supporting an Inclusive and Equitable Classroom: Student Perspectives on a Textbook Affordability Initiative
- Author
-
Julie A. Murphy, Rachel E. Scott, Anne Shelley, Mallory Jallas, and Rachel Park
- Abstract
As academic librarians become aware of the challenges textbook expenses pose to student success, they have increased efforts to provide free access to required course materials. Librarians at Illinois State University initiated a program to license course-assigned e-books, surveying participating students and faculty regarding their perspectives on textbook affordability and their experiences with the provided e-books. Student responses were overwhelmingly positive, and they identified several ways the e-books enhanced their experience in the course. The findings suggest that library-provided course materials contribute to students' engagement as learners and their academic success within courses.
- Published
- 2024
- Full Text
- View/download PDF
5. Effectiveness of Collegiate Learning Assessment Task-Based Ebook to Empower Critical Explanatory with Different Problem-Solving Style Types
- Author
-
Laksmi, Monika Lintang, Prayitno, Baskoro Adi, and Indrowati, Meti
- Abstract
This study has three aims: (1) test the effectiveness of using an ebook based on the Collegiate Learning Assessment (CLA) Task to empower critical explanatory ability; (2) examine the influence of problem-solving style differences on critical explanatory ability; and (3) assess the interaction between the use of CLA Task-based Ebooks and problem-solving styles on critical explanatory ability. This study used a quasi-experimental design and 4×3 factorial design. The instrument was an essay test and Problem Solving Style Questionnaire (PSSQ). ANCOVA was used for data analysis (p = 0.05). This study concludes that: (1) CLA Task-based ebooks are more effective at empowering critical explanatory capabilities than PowerPoint-based CLA Tasks and PowerPoint-based conventional media; (2) Students with the problem-solving Assimilator type have a higher critical explanatory ability value than Diverger, Converger, and Accommodator types; and (3) The interaction between students who use CLA Task-based Ebook media with the problem-solving style Assimilator type has a higher average value of critical explanatory ability than other combinations.
- Published
- 2023
6. Building Literacy with Multilingual Learners: Insights from Linguistics. Third Edition
- Author
-
Kristin Lems, Tenena M. Soro, Gareth Charles, Kristin Lems, Tenena M. Soro, and Gareth Charles
- Abstract
Now in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK-12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the teaching methods and linguistic concepts to life. Highlighting ways to draw on emergent bilingual and multilingual students' strengths, the book presents innovative learning activities, lesson-planning ideas, technology applications, downloadable reproducible forms, and other resources. Second edition title: "Building Literacy with English Language Learners." New to this edition: (1) Chapter on visual literacy; (2) Extensive updated coverage of literacy in the digital age, including gamification and video games, digital reading, and uses of ChatGPT in the classroom; (3) Increased attention to multimodal projects and activities; and (4) New or expanded discussions of translanguaging, dual-language instruction, English as a lingua franca as well as an academic language, and other timely topics. Pedagogical features: (1) "How Does This Look in the Classroom?" sections; (2) Study and discussion questions in every chapter; (3) Chapter-opening "Key Vocabulary" boxes; and (4) End-of-book glossary.
- Published
- 2024
7. Emotion, Cognitive Load and Learning Achievement of Students Using E-Textbooks with/without Emotional Design and Paper Textbooks
- Author
-
Chi-Cheng Chang and Tseng-Chuan Chen
- Abstract
This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.
- Published
- 2024
- Full Text
- View/download PDF
8. Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
- Author
-
Stephanie L. Day, Jin K. Hwang, Tracy Arner, Danielle S. McNamara, and Carol M. Connor
- Abstract
The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge e-books (WKe-Books), on essential skills that support reading comprehension with third-fifth grade students. Students (N= 425) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning difficult vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies -- 1) word learning and strategies that supported general reading comprehension, 2) summarization, and 3) question generation, show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each of the two WKe-Books, each version implemented one strategy. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback on their responses. Paired samples t-tests were run to examine pre-to-post differences in learning the targeted vocabulary and science concepts taught in both WKe-Books. For both WKe-Books, students demonstrated significant gains in word learning and on the targeted hurricane concepts. Additionally, Hierarchical Linear Modeling (HLM) revealed that no one strategy was more associated with larger gains than the other. Performance on the embedded questions in the books was also associated with greater posttest outcomes for both WKe-Books. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses important considerations for implementation and future development of e-books that can enhance student engagement and improve reading comprehension. [This paper was published at "arXiv" 2024.]
- Published
- 2024
- Full Text
- View/download PDF
9. Literacy Teacher Preparation for Technology Integration: A Design Experiment
- Author
-
Poonam Arya, Tanya Christ, Ming Ming Chiu, and Pei Li
- Abstract
Using formative design experiment, we engaged in iterative rounds of data collection, analysis, and redesign across three rounds to explore and hone 41 preservice-teachers' (PTs') preparation for selecting and integrating digital texts/tools in literacy instruction. Each PT submitted about two videos of literacy tutoring sessions (88 total). These were scored for quality using the DigiLit Framework rubric criteria. Multilevel regression modeling was used to explore potential changes in the quality across three rounds. Findings showed that shifts in literacy professor's pedagogy (sharing model videos of digital texts/tools integration) resulted in improved PT's practices (modeling literacy practices, modeling and guiding digital tool use, transformativeness). Further, findings underscore the importance of design experiments to uncover more effective teacher educator practices.
- Published
- 2024
- Full Text
- View/download PDF
10. Improve Learning Retention, Self-Efficacy, Learning Attitude and Problem-Solving Skills through E-Books Based on Sequential Multi-Level Prompting Strategies
- Author
-
Yen-Fen Lee, Pei-Ying Chen, and Shu-Chen Cheng
- Abstract
Health education aims to change unhealthy behaviors and promote population health. However, limited teaching time and standardized materials pose challenges, prompting elementary school teachers to explore technology-enhanced teaching strategies. To cultivate proper health attitudes and behaviors among elementary school students, many researchers have widely used e-books to teach health education-related courses. Many studies have proven interactive e-books to be effective in aiding both teaching and learning. However, despite the continuous innovation of e-books in educational applications, the long-term effects of e-books have yet to be investigated, since learning memory only responds to short-term memory effects. Therefore, this study attempts to develop a sequential multi-level prompting strategy for e-book learning in a mobile learning environment for tablet computers. Students from two primary school classes were recruited for the empirical study. The experimental group used a sequential multi-level, prompting-based e-book to learn, while the control group used a conventional e-book learning approach. According to the study's results, the proposed learning strategies were found to improve the learning achievement of primary school students for cardiovascular disease, guide students in building knowledge, develop thinking and problem-solving skills, and help students transform their learning from short-term to long-term memory through post-testing of problem-solving delays. It is certain that sequential multi-level prompting strategies can help younger learners better understand and remember learning content and apply the knowledge they have gained to develop correct health attitudes.
- Published
- 2024
- Full Text
- View/download PDF
11. The Explanatory Power of Sensory Reading for Early Childhood Research: The Role of Hidden Senses
- Author
-
Natalia Kucirkova
- Abstract
Sensory reading refers to reading that engages all six of the human senses - vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three 'hidden' senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print--digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.
- Published
- 2024
- Full Text
- View/download PDF
12. Reading and Creating Books: Bridging the Distance from Stories to E-Stories
- Author
-
Hellen Vretudaki, Athina Angeli, Panagiota Alexiou, and Evaggelia Diamantaki
- Abstract
The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4-6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the "Story Grammar" pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web2 tool "StoryJumper." Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children's ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children's new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.
- Published
- 2024
- Full Text
- View/download PDF
13. Student Satisfaction with the Perusall Social Annotation Platform
- Author
-
Lemanski, Melanie R. and Venneman, Sandy
- Abstract
While student satisfaction with online courses is generally high, these courses are not without problems. Perusall is a learning tool that aims to solve some of these problems and increase student satisfaction. The current study sought to determine whether the application of Perusall would improve students' feelings of connectedness, their reading assignment completion, and their satisfaction with reasonable textbook costs. Our analysis of students' survey responses and course evaluations suggests that Perusall is a useful resource for both university faculty and students to improve feelings of connectedness, reading of assigned textbooks and course materials, and satisfaction with the course textbook. Perusall may increase overall student satisfaction with online coursework.
- Published
- 2023
14. A Review of Language Practice Exercises within Commercially-Available eBooks and Electronic Companion Practice
- Author
-
Gascoigne, Carolyn
- Abstract
Following a brief historical review of the second language teaching profession's relationship with first- and second-year textbooks, this article examines the treatment of language practice activities as found in beginning post-secondary French eBooks, as well as their accompanying electronic workbooks and online learning platform practice. Using Aski's 2003 typology, five post-secondary eBooks and accompanying electronic practice are reviewed in order to examine their use of mechanical drills, meaningful drills, communicative drills, and communicative practice. Two structures were targeted for review across all formats. Electronic workbook and learning platform practice was found to be both more mechanical in nature and more drill-focused than what has been recommended in the literature. Electronic workbook and online learning platform practice was also found to be more mechanical than the corresponding eBook activities.
- Published
- 2023
15. Development of Physical Exercise E-Book and Management of Diet in Football Athletes
- Author
-
Nusri, Ardi, Emilia, Esi, Permatasari, Tyas, Sandy, Yatty Destani, Pratiwi, Caca, Rukmana, Erni, and Nurfazriah, Latifah Rahman
- Abstract
This research was carried out at the Sports Science Study Program, Faculty of Sports Science, Medan State University, and the Surrounding Medan Football Association (PSMS). The respondents in this study were ten athletes and four football coaches. The model that will be used is a Four-D (4D) model consisting of four (4) stages, namely, Define (defining), Design (design), Develop (development), and Disseminate (deployment). The results showed that most (> 95%) of respondents needed an E-Book on physical exercise and diet management for football athletes. They agreed that all physical training materials in the indicators mentioned must be in the E-book. The validation results of the material show that the material presented in the e-book is very suitable (3.67) with what is needed today and is ideal for use. The results of validation of the media show that this e-book media is included in the category of very suitable both for the completeness of presentation and the feasibility of graphics and can be used as an electronic medium for football sports. The readability test results received an average assessment of 3.75, meaning that the e-book can be declared very legible and suitable for use. The results of the different tests showed significant differences in the years before and after being given the intervention of physical training and diet E-books for Football Athletes. Athletes' knowledge has increased, with an average knowledge increase score of 19.4 points. Suggestions for future improvement and development of e-books are like adding more exciting images and multiplying case examples.
- Published
- 2023
16. The Effects of Integrating Digital Storytelling with Metacognition Strategies (DSTMC) Learning Model to Enhance Communication Abilities
- Author
-
Chaisriya, Kannattha, Kaeophanuek, Siriwatchana, and Gilbert, Lester
- Abstract
Communication skills are soft skills critical for students' development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students' communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students' test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners' communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
- Published
- 2023
17. Using Comics for Climate Change in Science Education: Students' Solutions and Aesthetic Subtleties
- Author
-
Alp, Gamze and Coskun Onan, Berna
- Abstract
To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students' tendencies, raise awareness, encourage them, and help them develop solutions for current socioscientific problems.
- Published
- 2023
18. Changing Children's Literature in the Digital Age: Digital Books
- Author
-
Ozbay, Ipek and Ugurelli, Yagmur Ozge
- Abstract
Technological tools are considered an important part of daily life for young children. The study explores what types of digital books are available for children. This research was conducted with a qualitative design and the research data was collected through document analysis. The e-books (n=261) were randomly selected for evaluation from the Internet or the APP store. The findings showed that more than half of the e-books were electronically re-contextualized literary texts. It has been seen that the majority of digital books created in this way have been transferred to digital media in the form of scanned digital books named text-based files. It has been observed that less than half of e-books are digitally originated literary texts. It has been seen that the majority of digital books created in this way are e-stories for early readers. In addition, it is seen that there are very few examples of e-narratives with interactive story contexts that have features that increase the interaction of the reader with the book. At this point, it will be important to focus on developing examples of digital resources supported by various multimedia elements.
- Published
- 2023
19. Thinking Like a Reader, Thinking Like a Writer: Shifting Stances in Digital Picture Book Creating
- Author
-
Zuccaro, Emily and Shanahan, Eileen
- Abstract
This study highlights a cross-course collaboration around children's literature and grammar in one teacher preparation program. Pre-service teachers created digital picture books and video feedback for their peers in which they ultimately adopted shifting stances in thinking like readers and writers throughout their process. By situating reading and writing as reciprocal acts, pre-service teachers developed more nuanced understandings of authorship, audience, and language. Implications for this work suggest the power of creating learning opportunities for students and pre-service teachers that integrate--rather than silo--the varying strands of English language arts.
- Published
- 2023
20. Digital Reading among Educated Arabs: A Twitter-Based Study
- Author
-
Al-Jarf, Reima
- Abstract
This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.
- Published
- 2023
21. Reading Habits and Motivation among Educated Arabs in the Age of Social Media and Distractions
- Author
-
Al-Jarf, Reima
- Abstract
This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.
- Published
- 2023
22. The Evaluation of Hong Kong Students' Perception of E-Books in Higher Education
- Author
-
Yau, Hon Keung and Ho, Cheuk Sun Jason
- Abstract
E-books have been predicted to have a high influence on higher education. However, the use rate of e-e-book adoption in higher education has been lower than expected in Hong Kong. Therefore, it is essential to investigate how students in higher education think of using e-books. In order to obtain a wide view of this survey, a questionnaire survey will be conducted. Research on the perception of higher education students has been done to illustrate the reasons that might lead to a low using rate of e-books. Therefore, the purpose of this study is to help scholar to notice about this issue and encourage students who are in higher education to use more e-books.
- Published
- 2023
23. Building Democracy for All OER eBook: A Design Case
- Author
-
Trust, Torrey, Maloy, Robert, and Yurchenkov, Viacheslav
- Abstract
In this paper, we discuss the design and development of an eBook titled "Building Democracy for All: Interactive Explorations of Government and Civic Life," which serves as an open educational resource for the eighth-grade Massachusetts social studies curriculum standards. This design case offers an example of an interactive, student-centered, multimodal, multicultural open-access eBook.
- Published
- 2023
24. Acceptance Scale of Interactive E-Books by Secondary School Students as a Digital Learning Resource: A Validity and Reliability Study
- Author
-
Ömer Kirbas, Fatma Demirtas, Fatih Dogan, and Alptürk Akçöltekin
- Abstract
This study aimed to develop a measurement tool to determine the level of acceptance and use of interactive digital e-books by secondary school students. With the acceptance scale towards interactive e-books of secondary school students (IE-BAS), it is envisaged to determine both in-class activities and activity efficiency. The technology acceptance model (TAM) was used as a basis for the development process of IE-BAS. In the study, the scale development process was composed of content and construct validity sections. The content validity of draft IE-BAS is provided by expert opinions. In construct validity studies, exploratory factor analysis (EFA) revealed that the draft IE-BAS clustered in four factors indicating cognitive, affective, and behavioral responses. Confirmatory factor analysis (CFA) was used to prove the accuracy of the proposed model in EFA. As a result of CFA, the fit indices for the model-data fit were quite good. Accordingly, the RMSEA, SRMR, GFI, AGFI, NFI, CFI, and RFI value was determined as 0.043, 0.058, 0.924, 0.901, 0.909, 0.966, and 0.892, respectively. Also, the effects of the variables in the 20-item IE-BAS on each other were examined by structural equation modeling (SEM). Accordingly, the behavioral intention (BI) variable, which shows the behavioral response of the students, is significantly affected by the perceived ease of use (PEU), attitude towards use (UA), and perceived usefulness (PU) variables. The results showed that the developed 20-item productive IE-BAS is a valid and reliable scale to measure secondary school students' acceptance towards interactive e-books as a digital learning environment.
- Published
- 2023
25. The Effectiveness of Environment-Oriented e-Books Based on Problem-Based Learning for Problem-Solving Skills
- Author
-
Wintari Ningsih, Baskoro Adi Prayitno, and Slamet Santosa
- Abstract
This study aims to test the effectiveness of using environment-oriented e-books based on Problem-Based Learning (PBL) to empower problem-solving skills. The research design used is a Nonrandomized Control Group, Pretest-Posttest Design. The study used a quasi-experimental method with a 2 x 2 factorial design. The research sample was 70, grade X students of Colomadu State High School. The sample was divided into two groups: the control group using powerpoint media and conventional learning models and the treatment group using PBL-based environment-oriented e-books. The material used in the research is ecosystems in biology subjects. The instrument used to obtain data on problem-solving skills is an essay test. Data analysis using ANCOVA (p = 0.05%) with pretest value as a covariate. The results showed that PBL-based environment-oriented e-books had the most significant increase in problem-solving skills scores compared to the control class.
- Published
- 2023
26. Paper-Based vs. Digitalized Glossaries in Laboratory Scripts
- Author
-
Jenna Koenen, Lars Mariot, and Rüdiger Tiemann
- Abstract
In the future, learning will be essentially characterized by the ability to regulate the learning process and monitor success independently from a teacher. The technical possibilities offer better access to learning contents, precise and more individualized feedback, and learning phases adapted precisely to the needs of the learner in terms of scope and pace. In this study, we investigate an important aspect of the digitization of teaching/learning processes using the example of laboratory scripts for chemistry students at university. The focus is on looking up terms and concepts in preparation for the lab internships, firstly in a paper-based glossary and secondly in a digital glossary. During a two-day study, a total of 16 students prepared for experiments on two topics with completely identical materials. We then studied the influence of content knowledge, motivation, and cognitive load. While all students show significant learning achievements, there are no significant differences between the groups. Furthermore, results show that pure digitization of information has no effect, despite the theoretically assumed advantages.
- Published
- 2023
27. Easy as ABC: Using LARA to Build Multimedia Alphabet Books
- Author
-
Akhlaghi-Baghoojari, Elham, Bédi, Branislav, Chua, Cathy, Horváthová, Ivana, Ivanova, Nedelina, Maizonniaux, Christèle, Mykhats, Marta, Chiaráin, Neasa Ní, Rayner, Manny, Orian Weiss, Catherine, and Zviel-Girshin, Rina
- Abstract
We present a study in which multimedia alphabet books were constructed for ten languages using the Learning And Reading Assistant (LARA) platform. We describe the alphabet books we built, the different design features they instantiate, and an initial evaluation using an anonymous online questionnaire. Links are provided to the books themselves, which are freely available on the web. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
28. Use of an eBook for Oral Health Literacy© Curriculum to Elicit Functional Health Knowledge, Decision Making, and Goal Setting among School-Aged Children
- Author
-
Ubbes, Valerie A. and Whitesel, Sophia
- Abstract
An eBook for Oral Health Literacy© curriculum was used as a brief intervention to help school-aged children use their functional health literacy skills of reading, writing, and speaking to learn about oral health hygiene and the importance of choosing healthy food and beverages for their teeth. The curriculum focused on building functional knowledge about oral health hygiene and nutrition behaviors through a health literacy intervention that highlighted the need for reasoned actions when setting food goals for healthy teeth and making decisions to keep teeth healthy and strong. The aims of the study included: (1) determining what children learned about their teeth from two chapters of the eBook for Oral Health Literacy© curriculum and what they remembered from reading the oral health and nutrition stories; (2) determining whether children liked to read and what they liked about the words and the pictures of the stories; and (3) determining whether children brushed their teeth in the morning and at night; had any cavities; had teeth or mouth pain; and visited the dentist every six months for a dental checkup. The visual textual narrative helped children to build a vocabulary about oral health when reading and writing about health. Children wrote about words and phrases that they recalled after reading each chapter. Their elaborations exemplified the importance of using a constructivist theoretical framework to elicit children's functional health knowledge about oral health and nutrition. Chi-square results showed that there was a moderate significant correlation between children who reported brushing their teeth in the morning and having been to the dentist in the past year (p = 0.021).
- Published
- 2022
29. Students, Academic Reading and Information Literacy in a Time of COVID
- Author
-
Secker, Jane and Tilley, Elizabeth
- Abstract
Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended.
- Published
- 2022
30. Open Textbook Author Journeys: Internal Conversations and Cycles of Time
- Author
-
Cox, Glenda, Willmers, Michelle, and Masuku, Bianca
- Abstract
One of the challenges experienced in South African higher education (HE) is a lack of access to affordable, appropriate textbooks and other teaching materials that can be legally shared on online forums and the Internet. There are also increasing calls to address transformation and social justice globally and in South African HE through curriculum transformation. This article draws on the research of the Digital Open Textbooks for Development initiative at the University of Cape Town (UCT). It presents the journeys of four open textbook authors at UCT in relation to the social injustices they witness in their classrooms. It also makes use of Margaret Archer's social realist approach to explore dynamics related to open textbook authors' agency and ultimate concerns, as well as how their internal conversations shape their practices and approaches to open textbooks. Open textbooks are framed as a set of practices that play out in varying cycles of time and hold promise in terms of addressing the need for greater access and inclusivity in HE.
- Published
- 2022
31. Innovation in Language Learning and Teaching: The Case of the Southern Caribbean. New Language Learning and Teaching Environments
- Author
-
Mideros, Diego, Roberts, Nicole, Carter, Beverly-Anne, Reinders, Hayo, Mideros, Diego, Roberts, Nicole, Carter, Beverly-Anne, and Reinders, Hayo
- Abstract
This book presents a unique perspective from an underrepresented region in the Global South. The volume features four different countries in the region: Barbados, Guyana, St. Lucia, and Trinidad and Tobago, as well as Martinique, an island located just north of St. Lucia which is an overseas region of France. It documents innovations in learning and teaching Spanish, French, and Chinese in the case of the English-speaking countries, and English as a foreign language (EFL) in the case of Martinique. The chapters cover different aspects of language education in the Caribbean and will be of particular interest to those involved in managing change in language education that attempts to mediate between global trends and local needs.
- Published
- 2023
- Full Text
- View/download PDF
32. How Do Digital Textbook Platforms Promote Active Learning in Undergraduate Biology Courses?
- Author
-
Metcalf, Leah E., Bernacki, Matthew L., and Bernacki, Lucas E.
- Abstract
Discipline-based educational researchers and institutions that provide guidance on Science, Technology, Engineering, and Mathematics instruction have long documented the impact of active learning strategies on student learning and achievement, the lack of incorporation of active learning into undergraduate instruction, and the languishing rates of progression through and completion of undergraduate degree programs. Most research on improving active learning has been found to focus on instructors and the ways they have promoted active learning in their course design. Our aim was to consider the ways that textbook publishers and the online learning platforms they have produced have provided resources to promote active learning. This content analysis has documented the degree to which the digital platform companions to four highly subscribed introductory biology textbooks have provided resources that promote (1) highlighting of informational texts, (2) self-testing, and (3) generative strategies for learning, including self-explanation, summarization, and elaboration. Digital platforms largely supported highlighting and self-testing, but the features of these tools could have been improved to promote more productive engagement in the learning strategies and to provide more explicit instruction about and scaffolding of the practices. Resources that promoted additional generative strategies were more limited. Implications relevant to developers and instructors who wish to leverage digital resources to promote active learning are included and are grounded via empirical support of design and implementation choices.
- Published
- 2023
- Full Text
- View/download PDF
33. Systematic Review of Studies Addressing Computer-Assisted Instruction for Students with Visual Impairment
- Author
-
Tuttle, Michael and Carter, Erik W.
- Abstract
Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. This systematic review examined interventions addressing the impact of CAI interventions on school-age children with VI. Twenty-eight studies examined CAI interventions implemented with 339 students with VI. The CAI interventions fell into five categories: digital texts, word processors, haptic simulations, educational platforms, and serious games. Findings from this review highlight the need for: (a) addressing students' preparation or mastery for technology skills needed to participate in CAI; (b) more diverse recruitment of participants with VI; and (c) incorporating educators as implementers of CAI. Implications for practice and research are also addressed.
- Published
- 2023
- Full Text
- View/download PDF
34. Attitudes of Turkish Language Teaching and Primary Education Pre-Service Teachers towards Digital Reading
- Author
-
Kemiksiz, Ömer
- Abstract
The study aims to investigate the attitudes of Turkish language teaching and primary education pre-service teachers towards digital reading in terms of various variables. The study was carried out in the relational survey model, one of the quantitative research methods. The sample of the study consisted of a total of 330 pre-service teachers, 230 of whom were female, and 100 were male, studying in the departments of Turkish Language Teaching and Primary Education programs at the Faculty of Education of Bartin University. The study analysed the digital reading attitudes of pre-service teachers according to their gender, departments, grade level, GPA, average daily digital reading time, having a personal computer and the average number of books read monthly. The data were collected by the "Attitude Scale Towards Digital Reading" developed by Yurdakal and Susar Kirmizi (2021). SPSS Package Program was used to analyse the data. Non-parametric tests were performed in the data analysis because normality could not be achieved in the distribution of the data. Mann-Whitney U tests were run for two variables, and Kruskal Wallis tests were run for more than two variables. According to the research findings, there was no significant difference in the digital reading attitudes of Turkish language teaching and primary education pre-service teachers according to gender, department, grade level, GPA, average daily digital reading time, having a personal computer, and the average number of books read monthly. It was determined that there was a significant difference in favour of primary education pre-service teachers only in the dimension of digital reading preferences of the scale.
- Published
- 2022
35. Exploring Parent Profiles in Parent-Child Interactions with E-Books
- Author
-
Turco, Rosa G., Rowe, Meredith L., and Blatt, Joseph H.
- Abstract
Despite the documented rise of children's use of mobile media devices in the United States, particularly in lower-income homes, there is limited research on how children and parents interact together with these types of devices. This study sought to describe and investigate how parents and their 3-year-old children use one type of mobile digital media -- e-books. With a sample of 65 families from middle- and lower-income homes, the present study examined different parent profiles in a parent-child interaction with e-books and how parents' attitudes around learning influenced their interactions. Results show that parents and children on average demonstrated high levels of engagement and collaboration when using an e-book, although there was wide variability in the way parents and children interacted with e-books. Using latent profile analysis, three distinct profiles of parent interactions when using e-books with their children were identified: parents with high levels of speech quality and dialogic talk but low levels of engagement, parents with low levels of speech quality, and parents with high speech quality but low dialogic talk. In addition, parent report measures of self-efficacy, growth mindset, knowledge of child development, and screen time used at home varied by the parent profiles identified in this study. The findings suggest that future research should examine parent profiles to help advance the research base in service of informing efforts to promote adult-child interactions as they relate to mobile device use.
- Published
- 2023
- Full Text
- View/download PDF
36. Effect of an Interactive E-Book on Middle School Students' Mathematics Reading and Spatial Ability
- Author
-
Yohannes, Abebayehu, Chen, Hsiu-Ling, and Chang, Chiu-Chen
- Abstract
Mathematics reading and spatial ability are important learning components in mathematics education. However, in traditional instruction, it is difficult to develop learners' mathematics reading and spatial abilities. Therefore, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. To assess the effect, a quasi-experimental pretest--posttest with a control group design method was adopted. The study was designed around the lesson topic "Three Views." The participants were 34 seventh-grade students. The participants were divided into two groups: while students in the experimental group studied the lesson using the interactive e-book, those in the control group used a conventional e-book. The result indicated that both groups had a significant increase in the mathematics reading ability test, and even though there was no significant difference between the two groups in the subscales (general reading comprehension, prior knowledge of mathematics and mathematics specific skills), a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition to the mathematics reading result, the interactive e-book learning mode had significant impacts on students' spatial ability. It was also found that richness of content with visual and interactive elements provided in the interactive e-book enhanced students' satisfaction with the teaching material.
- Published
- 2023
- Full Text
- View/download PDF
37. Learning Performances towards the Bookroll E-Book System for Flipped Classrooms in Software Engineering Education
- Author
-
Lin, Yen-Ting
- Abstract
The aim of software engineering education is to educate students in software technologies, developments, procedures, and scientific practices to enable them to cope with industrial demands. However, the implementation of software engineering education in traditional university classrooms is restricted by the semester structure, making it difficult to achieve a proper learning balance between theory and practice. To balance theoretical and practical learning, prior studies have indicated that flipped learning is a suitable classroom setting for students and teachers. In a flipped learning environment, it is important to enhance and capture students' learning performance before the class to facilitate teachers and students in proceeding with inclass instruction and learning. In this study, an e-book system named BookRoll was applied to support software engineering education in a flipped learning setting. The proposed approach supports and facilitates out-of-class and in-class learning by providing reading and learning analytic functions for teachers and students. To evaluate the proposed approach, two classes of students were allocated to an experimental group and a control group to participate in an experiment. In the flipped learning process, the experimental group was supported by the BookRoll system, while the control group did not use the BookRoll system. The results revealed that the proposed approach not only promoted students' learning achievements in software engineering education but also improved their learning motivation, attitude, and problem-solving ability. The reading behavior analysis further indicated that reading time was a statistically significant predictor of learning achievement.
- Published
- 2023
38. The Use of iPad and eBooks to Perform Daily Living Skills among Adolescents with Autism Spectrum Disorder and Intellectual Disability
- Author
-
Yeong, Adeline M. Y., Dutt, Anuradha S., Yong, Yvonne H. L., and Nair, Rahul
- Abstract
In the current study, three adolescents with autism spectrum disorder and moderate intellectual disability were first taught to independently use an iPad to access instructional material (i.e., video models) via electronic books or eBooks. After iPad training, participants were required to apply their newly acquired skills to independently operate the iPad and eBooks to learn and perform other novel daily living tasks. The study employed a single case, non-concurrent multiple baseline design across participants during the iPad training phase and across tasks for each participant during the application phase. Results based on visual analysis indicated that all participants learned to independently operate the iPad and access instructional materials presented via eBooks. Furthermore, they applied these skills to learn and independently perform other novel daily living tasks. Effect size estimates using between case standardized mean difference showed improvements in responding subsequent to iPad training.
- Published
- 2023
- Full Text
- View/download PDF
39. Learning by Storytelling and Critiquing: A Peer Assessment-Enhanced Digital Storytelling Approach to Promoting Young Students' Information Literacy, Self-Efficacy, and Critical Thinking Awareness
- Author
-
Hwang, Gwo-Jen, Zou, Di, and Wu, Ying-Xuan
- Abstract
Most conventional information literacy classes apply direct instruction where students focus on memorizing target knowledge. As this approach promotes little active learning, while digital storytelling could effectively involve students, we proposed a digital storytelling approach to enhancing students' information literacy development in this study. In this research, we applied student-centered digital storytelling to enhance learners' development of information literacy. As the literature indicates that appropriate scaffolding is essential for effective digital storytelling, and learners need guidance on how to produce digital stories with in-depth content to achieve satisfactory learning outcomes, we integrated peer assessment (PA) into digital storytelling to guide learners to reflect on and critique their videos based on assessment rubrics and peer feedback, and then further improve their videos. We also conducted a quasi-experiment with two groups of elementary students to test the effectiveness of this strategy. The target knowledge was copyright and public license issues. The experimental group learned the content through the PA-enhanced digital storytelling approach, and the control group through the teacher feedback-enhanced approach. The results showed that the PA-enhanced approach to digital storytelling significantly outperformed the teacher feedback-enhanced approach in promoting students' learning of information literacy, self-efficacy, and critical thinking abilities; on the other hand, no significant differences existed between the two groups in terms of their learning motivation.
- Published
- 2023
- Full Text
- View/download PDF
40. Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research
- Author
-
Bozgun, Kayhan and Can, Fatih
- Abstract
This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.
- Published
- 2022
41. Investigating the Cognitive Demand Levels in Probability and Counting Principles Learning Tasks from an Online Mathematics Textbook
- Author
-
Ekol, George and Mlotshwa, Simphiwe
- Abstract
This case study carried out during the 2020 coronavirus disease of 2019 (COVID-19) lockdown used online data collection means to investigate the distribution of cognitive demand levels of probability and counting principles (PCP) learning tasks in a popular online Grade 12 mathematics textbook, based on the PCP teachers' rating. The teachers' cognitive demand ratings were categorised following Stein's mathematical task framework. Five mathematics teachers from four secondary schools in two provinces in South Africa participated in the study by filling in an online questionnaire. We developed a rating framework named the mean cognitive demand rating (MCDR) to help us interpret the teachers' perception of the tasks in terms of cognitive demand to the learners. Data from the teachers' ratings revealed nearly 65% of the PCP learning tasks in the online textbook were rated as high. Analysis of secondary data from Department of Basic Education diagnostic reports from 2014 to 2020, however, suggests no association between teachers' rating of learning tasks and learner performance. Contribution: This study draws attention to a long-standing underperformance in the topic of probability and suggests classroom-based study that focuses on the learners' rating of the learning tasks themselves to understand clearly how best to support them.
- Published
- 2022
42. Reading Strategies Used by Turkish Teacher Candidates in the Reading Process
- Author
-
Emiroglu, Selim
- Abstract
This study aimed to reveal which physical strategies (behaviors) Turkish teacher candidates prefer when reading a printed or electronic book/text, what kind of operations they perform related to the text and the reasons for these interventions. Hence, the opinions of 150 teacher candidates in the Turkish Language Teaching program of Istanbul Aydin University Faculty of Education in the spring semester of the 2021-2022 academic year were obtained through a semi-structured form developed by the researcher. Their opinions were analyzed with content analysis. The research was according to the phenomenology pattern. The behaviors of teacher candidates were personal reading strategies. They were classified and graded under various categories. The strategy for teacher candidates who prefer to read printed publications mostly is to make underlines. Then, strategies such as bookmark use and marking were more frequent. In the study, where sex and grade variables did not make a significant difference, some eccentric reading strategies (using a ruler while reading, taking a page/screen photo, using emoji, spraying perfume on the book, etc.) were also present. Finally, the study made various recommendations.
- Published
- 2022
43. Digital Online Learning by Using Digital Storytelling for Pre-Service Teacher Students
- Author
-
Yuliani, Sri and Hartanto, Dicki
- Abstract
The purpose of this research discusses (1) to find out the preparation of pre-service teacher students in using digital storytelling in online learning, (2) to study the implementation of teaching English by using digital storytelling, and (3) to find out the pre-service teacher students' perception in using digital storytelling. This research is using phenomenological research qualitative emic approach with 8 pre-service teacher students implemented the digital storytelling in the online classroom and their perception of digital storytelling to be used in online system. Three instruments applied in this research, they were observation, interview, and documentation. As it is found in this research that pre-service teacher students were easy in implementing digital storytelling, fun, efficient, and challenging during teaching English class, as the summary that the implementation of digital storytelling was successfully done by the pre-service students and the increasing of eagerness of students to get more stories was high which gave an alternative solution in online teaching process.
- Published
- 2022
44. Implementation of Online Problem-Based Learning Assisted by Digital Book with 3D Animations to Improve Student's Physics Problem-Solving Skills in Magnetic Field Subject
- Author
-
Prahani, Binar Kurnia, Rizki, Iqbal Ainur, Nisa, Khoirun, Citra, Nina Fajriyah, Alhusni, Hanan Zaki, and Wibowo, Firmanul Catur
- Abstract
The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of contents and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.
- Published
- 2022
45. Instructional Design of Online Courses in Mozambique: The Use of eBooks as a Strategy to Improve Learning
- Author
-
Franco, David Carlos and Bidarra, José
- Abstract
The potential of electronic books (ebooks) has been discussed widely, due mainly to their role in helping the user transform passive reading into interactive and dynamic learning, while promoting better retention and appropriation of materials. Taking this premise, the present study follows an exploratory and qualitative approach, discussing how the use of ebooks can improve learning, motivation, dynamism and interactivity in Distance Education. This study was supported by a bibliographic review and a survey method through an online questionnaire used as data collection instruments. The sample consisted of students who attended distance courses taught by the Open University ISCED -- UnISCED in Mozambique. The scientific literature studied, and the results from the field research, show the practicality of using ebook as a learning resource and they facility the interactivity.
- Published
- 2022
46. The Effect of the 5W1H Technology Model on Some Variables Related to Reading Skills in Primary School
- Author
-
Kesik, Cengiz and Bas, Ozlem
- Abstract
The main purpose of this research is to examine the effect of the technology integration model-based application example on some reading variables of primary school freshmen. For this purpose, the research was designed in a single-group post-test weak experimental design and a single-group pre-test-post-test weak experimental design. The study group of the research consists of 30 freshmen studying in a branch of a primary school at the middle socioeconomic level determined by criterion sampling method. Dependent t-test and descriptive statistics analysis were used in the analysis of the research data. The application example based on the technology integration model has been effective in the development of phonological awareness skills of primary school freshmen, their transition time to reading, and their reading speed and levels on paper and screen. It was determined that primary school freshmen made fewer reading errors in reading on screen than reading on paper, and the students' reading levels from the screen were better. It was determined that students' attitudes towards reading were quite high.
- Published
- 2022
47. Promoting Emotional Social Learning in Distance Learning through Book Creator
- Author
-
Sachyani, Dana, Gal, Adiv, and Gross-Yarom Hagit
- Abstract
The COVID-19 lockdown has had emotional and psychological effects on students. The lockdown also compromised the ability of educational institutions to support social-emotional learning (SEL). The educational institutions stumble upon many challenges during that period as the semester continued while the students and teachers didn't arrive to the institution. This qualitative phenomenological study analyzed seven interviews in the interpretive approach of pre-service teachers. The pre-service teachers learned via the Book Creator, which is a digital platform for creating and sharing digital books. Therefore, we asked: What characteristics of social-emotional learning were expressed, according to pre-service teachers' perception who used Book Creator? The findings indicate three themes: social learning, ethics in learning and humanistic assessment. The students indicated that proper use of the Book Creator can bridge the complexity of teaching and learning during the pandemic and integrate the social-emotional learning principles while emphasizing the importance of ethics in learning. [For the full proceedings, see ED626668.]
- Published
- 2022
48. Digital Technologies to Support Young Children with Special Needs in Early Childhood Education and Care: A Literature Review. OECD Education Working Papers. No. 294
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Wyeth, Peta, Kervin, Lisa, Danby, Susan, Day, Natalie, and Darmansjah, Aisha
- Abstract
This review examines the current literature on the use of digital technologies to support young children with special needs in early childhood education and care (ECEC). It identifies four key areas of focus, which relate to understanding and articulating the purpose and focus for integrating assistive technologies (ATs) in ECEC; activating and integrating expertise in ECEC; developing an engaged community of experience and practice; and promoting and supporting quality AT design. Foundations for further developments are evident across the research literature and the review derives recommendations to provide direction for ECEC policy makers and staff, educational institutions and allied support networks for achieving the promise of AT for children with special needs in ECEC. [This work was supported by the Australian Research Council Centre of Excellence for the Digital Child.]
- Published
- 2023
- Full Text
- View/download PDF
49. Elementary Students Co-Constructing Meaning during Read aLouds with Picture E-Books
- Author
-
Monaco, Colleen M.
- Abstract
Educators need to provide students with opportunities to engage with digital texts to support their development in becoming digitally literate (Plowman et al., 2012). The purpose of this practitioner research inquiry was to explore how teachers can support readers in the meaning-making process during read alouds with picture e-books, which contain multimodal, digital features that can encourage interactions with readers and texts (Aliagas & Margallo, 2017; Schugar et al., 2016). I drew on post-humanism and multimodal literacy to examine these research questions: (1) What multimodal features invited the third-grade students and me to interact with one another and picture e-books during read alouds at school? and (2) How did the third-grade students and I interact with one another and picture e-books to make meaning of texts during read alouds at school? As researcher and teacher, I read 11 picture e-books during read alouds with four third-grade students, who qualified for additional support in literacy, in our classroom from January 2019-June 2019. I moved through cycles of collecting, coding, and reflecting about data from interest conversations, video-recorded read alouds, transcripts, field notes, multimodal features profile, and memos. I found that interactions with other readers, as opposed to the multimodal features alone, were most beneficial in supporting the students during the meaning-making process with picture e-books. Findings can add to the growing body of literature related to shifts in the digital teaching of reading across in-person, hybrid, and virtual learning environments (Bourassa, 2021; Parker, 2021; Schweiger, 2022; Stoetzel & Shedrow, 2021). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
50. Less Is More: Students Skim Lengthy Online Textbooks
- Author
-
Gordon, Chelsea L., Lysecky, Roman, and Vahid, Frank
- Abstract
Computer science textbooks with lengthy text explanations of concepts are often considered thorough and rigorous, so lengthy textbooks (and class notes) are commonplace. Some, however, suggest text should be concise because people tend to skim lengthy text. This article takes advantage of modern digital textbooks that measure reading time to examine reading rates for various text passage lengths. For a widely used CS textbook written in a nonconcise style, students read shorter passages (200 words or less) at about 200 words per minute, which is a typical rate. But for longer passages (600+ words), the rate increased to about 800 words per minute, suggesting skimming rather than reading. For another widely used CS textbook, from the same publisher but written in a concise style with text passage sizes kept below 250 words, students spent more time (around 200 words per minute) reading the text passages, and their time spent was well correlated with text length, suggesting students were carefully reading rather than skimming. Across three digital textbooks, the more interactive elements (e.g., integrated questions) that were included, the more time students spent reading the text between those activities. The conclusion is that to best educate students, authors of CS content should take the extra time needed to explain concepts more concisely--a case of "less is more"--and incorporate many active learning opportunities.
- Published
- 2023
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.