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Academic literature on the topic 'Digital textbook'
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Journal articles on the topic "Digital textbook"
1
Glasnovic Gracin, Dubravka, and Ana Krišto. "Differences in the Requirements of Digital and Printed Mathematics Textbooks: Focus on Geometry Chapters." Center for Educational Policy Studies Journal 12, no. 2 (2022): 95–117. http://dx.doi.org/10.26529/cepsj.1285.
Full textAbstract:
Textbooks have always played an important role in mathematics education. Textbook tasks are widely used by students, so it is important to examine their requirements in order to identify the opportunities students have to learn mathematics. Publishers now produce both printed and digital versions of textbooks. While the requirements of the tasks in printed textbooks have been well examined all over the world, the tasks in digital textbooks are yet to be analysed and systematically developed. The research presented in this paper encompasses the analysis and comparison of the tasks in the printed and digital versions of the same mathematics textbook set. The examined set covers Grades 1 to 4 of primary education in Croatia. The aim was to find what task requirements are predominant in the printed and the digital textbooks, and to determine whether these textbook versions provide a wide variety of task features. In addition, the features and capacities typical of digital tasks, such as interactivity and dynamics, are examined. These task features are particularly important in geometry education for comprehending visual and dynamic geometrical objects and relations. The results show that both the printed and the digital textbook tasks have traditional requirements, with an emphasis on closed answer forms. Moreover, the new opportunities afforded by digital tasks are not realised. These findings reveal the potential of digital tasks as a new area to be explored and developed.
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Nengsih, Yanti Karmila, Ciptro Handrianto, Mega Nurrizalia, Evy Ratna Kartika Waty, and Shomedran Shomedran. "Media and Resources Development of Android Based Interactive Digital Textbook in Nonformal Education." Journal of Nonformal Education 8, no. 2 (2022): 185–91. http://dx.doi.org/10.15294/jne.v8i2.34914.
Full textAbstract:
The development of Android-based interactive digital textbooks is one of the means which is expected to help improve students' understanding of concepts in the learning process. Interactive digital books can be used as a tool by lecturers in the learning process in the classroom so that lecturers do not only use conventional learning methods in the learning process. In line with the times, many lecturers, students and even the public generally access all information via digital. This paper aims to create an Android-based interactive digital textbook as media and resources for Nonformal Education (PLS) learning tools. The ADDIE Model (Branch, 2009) is used in this study. It consists of five stages: analysis, design, development, implementation, and evaluation. The research starts with a literature review and need`s assessment of 47 students for an Android-based interactive digital textbook, followed by a textbook draft. After compiling the Android-based interactive digital textbook, it is validated by three experts: content/material expert, presentation expert, and Indonesian language expert. After being evaluated by three experts, the draft of an Android-based interactive digital textbook is revised to accommodate individual and small group testing. In the outstanding category, interactive digital media textbooks and PLS learning resources based on Android received a total score of 146 (91.25%) from three expert validators. This research shows that interactive digital textbooks are very practical, with a practicality percentage of 83.33% for one-to-one and 83.16% for small groups. The android-based PLS media and learning resources are valid and valuable. Due to the lack of availability of media teaching materials and learning resources in out-of-school education, the presence of Android-based textbooks that can be accessed anywhere and at any time can help both lecturers and students understand media materials and learning resources outside of school.
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Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.
Full textAbstract:
This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the body adapts to the changed materiality of digital textbooks. Numerous micro-movements in a long string of procedures are required in a digital textbook ecosystem. All the participants should be aware of the different demands and properties of the digital textbook ecosystem. Therefore, further empirical research is needed.
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Yu, Jeong-Su, and Pyung Kim. "Analysis of Factors Affecting Digital Textbook Pricing in Korea." International Journal of Higher Education 8, no. 3 (2019): 171. http://dx.doi.org/10.5430/ijhe.v8n3p171.
Full textAbstract:
The use of paper books for teaching and learning has many limitations in terms of cost and efficiency. The advantages of digital textbooks are emphasized in many studies. Researchers say that the use of digital textbooks as mediators of the 21st century provides the ability to solve a variety of educational and learning problems for the future. However, many stakeholders in education, such as teachers, students, parents, publishers and educators, are not prepared to accept it and infrastructure is incomplete. In Korea, digital textbooks are used in classrooms in 2018. Publishers are creating new digital textbooks containing sophisticated digital content in accordance with government guidelines, teachers want to create customized lessons for each student level, and profitability and market expectations are changing the importance of digital asset pricing in the textbook market. In this paper, we explore factors that affect digital textbook pricing, to help publishers maximize revenue over their product lifecycle.
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Hwang, Pil-Ah, та Ji-Hyun Park. "예비교사들의 초등영어 디지털교과서에 대한 인식 연구". Korea Association of Primary English Education 28, № 4 (2022): 5–30. http://dx.doi.org/10.25231/pee.2022.28.4.5.
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The purpose of the present study was to examine how pre-service teachers evaluate current English digital textbooks and what their suggestions are for future digital textbooks. For this study, 94 pre-service teachers analyzed an elementary school English digital textbook and completed a survey in groups. They responded on a 5-point scale to 11 items evaluating digital textbook contents, support and management systems, and the system stability. Then they explained the rationale for the quantitative evalution. In general, the pre-service teachers positively evaluated the richness and usefulness of the contents. They also highly rated the system stability of the digital textbooks. However, they diagnosed that the support and management functions of teaching and learning were insufficient. Based on their analyses of the current textbooks, the pre-service teachers suggested improving the contents and functions of the glossary and audio materials, adjusting the screen composition to take into account the digital learning process, and enabling real-time interaction within the digital textbooks.
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Mankiw, N. Gregory. "Reflections of a Textbook Author." Journal of Economic Literature 58, no. 1 (2020): 215–28. http://dx.doi.org/10.1257/jel.20191589.
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In this essay, I reflect on textbook writing after three decades of participating in the activity. I address the following questions: What perspective should textbooks take? What is the best approach to teaching microeconomics? What is the best approach to teaching macroeconomics? How does the content of the introductory course evolve? How much material should textbooks include? Are textbooks too expensive? How is digital technology changing the market for textbooks? Who should become a textbook author? ( JEL A22)
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Swastika, Kayan, and Mohammad Na'im. "The Development of Digital Textbook Using eXe Format to Elevate Learning Effectiveness in History Instruction at The Second Grade of Senior High School." International Journal of Education and Humanities 2, no. 4 (2022): 198–208. http://dx.doi.org/10.58557/ijeh.v2i4.110.
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This research aims to produce a digital textbook using eXe format (E-Learning XHTML Editor) in the History subject of the second grade of senior high school in a chapter focusing on “Dutch Military Aggression.” The textbook has been proven valid and feasible to increase students’ engagement in History learning. In addition, it aims to encourage students’ independent learning and help them reach minimum passing criteria (henceforth MPC), which implies the goal of improved learning effectiveness. The development of digital textbooks using eXe formats applied the ASSURE development model proposed by Sharon Smaldino et al. The digital textbook development consisted of six stages, namely (1) analyzing learners’ characteristics, (2) stating performance objectives, (3) selecting instructional methods, media, and materials, (4) utilizing the materials, (5) engaging learning in instruction, and (6) evaluating and revising. The results of the data analysis have drawn several conclusions. First, the digital textbook has been proven effective in helping satisfy students’ learning needs; 2). the digital textbook is proven an attractive learning resource for learning Indonesian History and, therefore a valuable resource to increase student interest in learning Indonesian History; 3) the digital textbook aids in increasing the effectiveness of instruction on Indonesian History, and 4) The digital textbook can be one of the references to help students better learn Indonesian History
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Li, Li, Jian Ren, and Kun Li. "Construction and Practice of Smart Textbooks for Vocational Education Courses." SHS Web of Conferences 157 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202315702006.
Full textAbstract:
The deep integration and mutual promotion of information technology and education have brought new ideas and power to the development of education. Smart textbooks are the comprehensive upgrading of traditional textbook concepts and technologies, the new form of textbooks, and the forefront of textbook construction. Smart textbook is a new form of integrated textbook, which is the combination of traditional paper textbooks and digital resources. Its compilation and development is mainly based on students, and the goal is to cultivate students’ ability to analyze and solve problems. This paper first analyzes the necessity of the construction of smart textbooks, then introduces the connotation and characteristics of smart textbooks, and finally expounds the overall construction ideas of smart textbooks of Aviation Materials Storage Management from many aspects.
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Granik, G. G., and N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation." Психологическая наука и образование 26, no. 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.
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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.
10
Abdul Syakur, Esti Junining, M. Khusni Mubarok, and Margarana. "Developing English for Specific Purposes (ESP) Textbook for Pharmacy Students Using On-Line Learning in Higher Education." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (2020): 467–73. http://dx.doi.org/10.33258/biolae.v2i1.216.
Full textAbstract:
This developmental research aims to develop ESP learning textbooks for students of Diploma three (D3) Pharmacy at the Surabaya Pharmacy Academy, to determine the feasibility of textbooks, and to determine students' responses to ESP textbooks. This research uses the ADDIE Research and Development (R&D) model. This ESP textbook was developed based on the results of the study. The results of the feasibility of the ESP textbook indicate the following points: 1) Material experts and lecturers of the Diploma three (D3) Pharmacy program give a percentage of 53.33% under the range of 85.94 which means that the development of digital-based textbooks gets a "A" score and in the "Very Good" category, 2) Media and digital experts with on-line learning as well as Pharmacy diploma three (D3) study programs give a percentage of 53.33% below the 85.94% range which means that developed digital-based textbooks score "A" and in the category of "Very Good" 3) student understanding through questionnaires, also gave a positive response with 53.33% in the range of 85.94 which means that the development of digital-based textbooks scored "A" and in the " Very Good ". The results of the interviews showed that students' understanding showed good responses to digital-based ESP textbooks. In short, it can be concluded that the ESP textbook for Pharmacy in Diploma three (D3) department students is eligible and can be used as an online learning medium for teaching English.