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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Gay, A. Susan, Arlene Barry, Katrina S. Rothrock, and Lisa Pelkey. "Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms." International Journal of Research in Education and Science 6, no. 1 (2019): 120. http://dx.doi.org/10.46328/ijres.v6i1.642.
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A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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Putra, I. Gusti Ngurah. "Analysis of Contents of the Indonesian Public Relations Textbook on Digital Public Relations." Jurnal Komunikasi Ikatan Sarjana Komunikasi Indonesia 7, no. 1 (2022): 187–97. http://dx.doi.org/10.25008/jkiski.v7i1.633.
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Textbooks play an important role in the learning process in universities. They must be able to present the latest developments in theory, concepts and their application in everyday life. In the field of public relations, the existence of textbooks has been recorded since public relations as a scientific discipline was taught in universities. Unfortunately, there is almost no research that examines public relations textbooks in Indonesia. Therefore, this research asks the question of how does public relations textbook written by Indonesian authors discuss digital public relations? The research was conducted through a qualitative approach by describing the discussion of digital public relations and analyzing how public relations textbooks place digital communication technology in public relations. This study found that not all introductory public relations textbooks published between 2015-2020 presented a chapter on digital public relations. The introductory public relations textbooks analyzed presented various digital public relations topics. However, only one textbook that discusses digital public relations is relatively adequate as an introduction. There is a tendency to see digital media technology as a continuation of previous media technology. Digital media has not been fully placed as a medium that allows the process of dialogue and sees media users as the public who can create, produce, modify and share messages through social networks. This research has only succeeded in identifying four textbooks so that the results of this research cannot be used to make generalizations about the discussion of digital public relations. Further research can be directed to study by comparing digital public relations discussions in English texts or translations with Indonesian textbooks.
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Ragan, Amy, Jenna Kammer, Charlene Atkins, and Rene Burress. "Learning to read online: the effect of instruction on e-textbook use." Library Hi Tech 37, no. 2 (2019): 293–311. http://dx.doi.org/10.1108/lht-01-2018-0011.
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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.
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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.
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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Anderson, Talea, and Carrie Cuttler. "Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students." International Review of Research in Open and Distributed Learning 21, no. 1 (2020): 40–60. http://dx.doi.org/10.19173/irrodl.v20i5.4141.
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As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.
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Mitsuhara, Hiroyuki, and Masami Shishibori. "Hybrid textbook: fusion of digital textbooks and traditional learning tools." International Journal of Intelligent Systems Technologies and Applications 14, no. 3/4 (2015): 237. http://dx.doi.org/10.1504/ijista.2015.074340.
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Clobes, Thomas, J. Jacob Jenkins, Hannah Haid, and Rebecca Allen. "Comparison of academic performance with a traditional textbook versus a digital openly-licensed textbook." HETS Online Journal 13, no. 1 (2022): 52–74. http://dx.doi.org/10.55420/2693.9193.v13.n1.63.
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With the utilization of open educational resources (OER) and digital materials becoming more popular, research is needed to determine if academic outcomes are affected with the increasing shift to digital content. The goal of this research was to analyze the academic performance of students using a traditional physical textbook, as compared to those using an electronic copy of a similar textbook provided free through the campus library. The traditional and digital no-cost textbook comparisons were made between two sections of the same upper division undergraduate course taught at Hispanic-Serving Institution. The two sections of the course were taught during the Fall 2019 semester, both online, with the same faculty member facilitating both sections. There was no statistical difference in mean discussion grades, t(62)=-0.714, p=0.478, d=0.178444, mean written assignment grades, t(62)=-1.985, p=0.053, d=0.49613, and mean quiz grades, t(62)=-1.711, p=0.092, d=0.427858. However, when looking at the overall total course grade, the mean no-cost course was statistically higher than the traditional textbook course, t(62)=-2.097, p=0.042, d=0.524348. Instructors do not need to be concerned about student outcomes with the increasing implementation of such materials. Universities providing free digital access to textbooks can help address financial concerns for these students without sacrificing academic performance.
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Nesi, Antonius, Yosefina Rosdiana Su, and Rahayu Pristiwati. "Redesign of Indonesian Language Textbooks Based on Student Needs Analysis." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 2369–80. http://dx.doi.org/10.35445/alishlah.v14i2.1611.
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The available Indonesian language textbooks, both compulsory and commercial, might not fully meet the students' future needs and industrial demands. This study examines the concept of redesigning Indonesian language textbooks based on students' needs analysis, presenting a critical review of several relevant studies from journals, conference articles, and other permanent references. This study reveals three primary results. First, teachers are responsible for evaluating the textbooks' content and determining how they can contextually adapt and modify it without losing the essence of curriculum demands. Secondly, teachers are supposed to be aware of the students' needs to facilitate the demands of the current context. A need analysis will help the teachers to get an overview of the aspects that must be adapted in Indonesian language textbooks. Thirdly, through a critical and in-depth review of the textbooks, it was found that it is necessary to redesign a model of Indonesian language textbooks, particularly the grammar textbook model, the listening and speaking skills textbook model, and the reading and writing skills textbook model. The expected product should be organized as an integrative textbook package and designed in a digital model that can be easily accessed through the network.
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Ivić, Ivan. "Printed and Digital Media: Printed and Digital Textbooks." Center for Educational Policy Studies Journal 9, no. 3 (2019): 25. http://dx.doi.org/10.26529/cepsj.694.
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This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky’s theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan’s theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain’s neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.
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Raetskaya, Olga V., Ulyana I. Kulyanina, and Andrey K. Ilyushin. "DIDACTIC FEATURES OF THE IMPLEMENTATION OF DIGITAL TEXTBOOKS IN THE EDUCATIONAL PROCESS OF A MILITARY UNIVERSITY." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 50 (March 15, 2022): 24–29. http://dx.doi.org/10.37386/2413-4481-2022-1-24-29.
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The article considers the problem of introducing digital textbooks into the educational process of a military university. Informatization of military education reveals the digital inequality of students of military universities, and as a result, defines stringent requirements for a digital textbook in educational institutions of the RF Ministry of Defense. Digital textbooks are annually updated, and only if getting a positive review they can be used at the university during one academic year. The results of surveys of students and teaching staff of two military universities of the Ministry of Defense of the Russian Federation confirmed the hypothesis that the use of digital textbooks requires developed didactic conditions for the introduction of innovative textbooks at the university and methodological recommendations for the use of these modern textbooks by students.
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Pfannenstiel, AmberNicole, Alex Redcay, and Daniel Albert. "Student Perceptions of Textbooks: Prior Behaviors and Beliefs Can Influence Zero Textbook Cost (ZTC) Adoption Impact." Open Praxis 12, no. 4 (2020): 555. http://dx.doi.org/10.5944/openpraxis.12.4.1119.
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Many Open Educational Resource (OER) and Zero Textbook Cost (ZTC) studies explore cost savings, impact on learning outcomes, and student perceptions of the materials. While OER/ZTC research reports positive student perceptions (Brandle et al., 2019), textbook research reports negative student perceptions of digital textbooks (Behnke, 2018). This study explores student buying behavior and perceptions of textbooks, finding that perceptions toward the usefulness of materials is high when access to materials is high. Given this student perception, textbook purchasing is likely related to outside factors. This study adds to the growing body of research about how OER and ZTC may influence student costs and access to course materials, finding that student attitude toward course materials needs to be considered alongside adoption.
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TAMURA, Yasuhisa. "Digital textbook specifications and EDUPUB." Journal of Information Processing and Management 57, no. 11 (2015): 791–98. http://dx.doi.org/10.1241/johokanri.57.791.
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Watrall, Ethan. "The Open Digital Archaeology Textbook." Journal of American History 107, no. 2 (2020): 560–62. http://dx.doi.org/10.1093/jahist/jaaa334.
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Kim, Jackie Hee-Young, and Hye-Yoon Jung. "South Korean Digital Textbook Project." Computers in the Schools 27, no. 3-4 (2010): 247–65. http://dx.doi.org/10.1080/07380569.2010.523887.
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Noonan, E. "The History Textbook, Born Digital." Radical History Review 2013, no. 117 (2013): 131–38. http://dx.doi.org/10.1215/01636545-2210658.
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Carbaugh, Bob. "The Decline of College Textbook Publishing: Cengage Learning and McGraw-Hill." American Economist 65, no. 2 (2020): 284–99. http://dx.doi.org/10.1177/0569434520936621.
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America’s college textbook publishers historically had a business model based on continuing profits and growth led by high prices. However, that model eroded as competition from the used-book market and rental textbooks resulted in falling textbook sales and losses for publishers. Textbook publishers are currently revising their business model so as to move away from printed textbooks to digital (online) educational materials. Also, publishers are downsizing their operations and undergoing mergers with each other to survive in the marketplace. The 2019 merger proposal of McGraw-Hill and Cengage Learning reflects the current problems of college textbook publishing: The merger would be between two financially weak companies that are attempting to reduce overhead and production costs and create additional revenue streams. However, the U.S. Department of Justice’s concerns about the harmful effects on competition led to the companies’ agreement to abandon their plans to merge in May 2020. JEL Classification: A00, K21, L22, L41
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Chang, Heejin, and Scott Windeatt. "Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 73–95. http://dx.doi.org/10.4018/ijmbl.2021040105.
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This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.
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Wijaya, Tommy Tanu, Ying Zhou, Tony Houghton, Robert Weinhandl, Zsolt Lavicza, and Farrah Dina Yusop. "Factors Affecting the Use of Digital Mathematics Textbooks in Indonesia." Mathematics 10, no. 11 (2022): 1808. http://dx.doi.org/10.3390/math10111808.
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Digital mathematics textbooks differ from traditional printed textbooks in, among other things, their dynamic structural elements, representing a potential that traditional textbooks cannot fulfil. Notably, dynamic structural elements, i.e., multimodal representations of mathematics, could be of particular importance for learning, which is why the scientific interest in digital mathematics textbooks has increased in recent years and many digital textbooks have been developed. However, research related to predicting teacher usage behavior of digital textbooks is still limited. Therefore, this research aims to analyze the predictors that may influence the intentions of mathematics teachers and the actual usage of digital textbooks by applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from 277 teachers in West Java Province, Indonesia, and analyzed using structural equation modeling (SEM). The results indicated that Performance Expectancy (PE) is the biggest significant factor, followed by Social Influence (SI), that influences the Behavioral Intention (BI) of mathematics teachers to use digital textbooks in Indonesia. Effort Expectancy (EE) does not affect the intention to use a digital textbook. In turn, BI has the largest and most significant effect on teachers’ actual usage of digital textbooks. This result contributes to the understanding of the predictors that can increase the use of digital textbooks by mathematics teachers.
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Moundy, Kamal, Nadia Chafiq, and Mohammed Talbi. "A Model for Scripting and Designing a Digital Textbook." International Journal of Emerging Technologies in Learning (iJET) 17, no. 21 (2022): 296–311. http://dx.doi.org/10.3991/ijet.v17i21.34603.
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The digital transformation of institutions renovates universities to strengthen the integration of educational technologies with a focus on the quality of learning. Our objective is to analyze the needs of students to determine the essential indicators to be used in the design of a digital textbook of soft skills, to measure the approval of the textbook by specialists and to measure the concordance of the criteria of the textbook with the expectations of students. The sample consisted of 60 university students and 8 educational and technical specialists. A digital textbook scripting and design model is designed to assist in the design of the textbook. The results showed that the identification of students' needs led to the conclusion that they are interested in learning through active teaching and learning methods, through the integration of ICT tools and using a textbook. In addition, students and pedagogical and technical specialists were satisfied with the digital textbook designed and to be used.
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Vorotnykova, Iryna P. "ДОСВІД ВИКОРИСТАННЯ Е-ПІДРУЧНИКІВ І ЕЛЕКТРОННИХ ЗАСОБІВ НАВЧАЛЬНОГО ПРИЗНАЧЕННЯ В УМОВАХ ЦИФРОВІЗАЦІЇ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ УКРАЇНИ". Information Technologies and Learning Tools 71, № 3 (2019): 23. http://dx.doi.org/10.33407/itlt.v71i3.2552.
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The article describes the possibilities of e-textbooks introduction to the school curriculum as an instrument of digital pedagogy for the implementation of quality education. In the research, theoretical methods for systematizing and analyzing various approaches to the definition of the concept "e-textbook" and its classifications are used, the requirements for a modern e-textbook and the conditions for its use at school are generalized, as well as analyzed the proposals for electronic educational means for Ukrainian schools. The needs of teachers, students and their parents in the use of e-textbooks and electronic educational means were identified through empirical methods (observation, survey). Experience of using e-textbooks, electronic educational means is described on the basis of research and experimental work of 25 secondary education institutions. The results are based on sociological surveys, interviews and questionnaires of the participants in the educational process. A total of 1005 respondents took part in the study: 352 students, 296 teachers, 357 parents. The research has shown that most teachers are ready to use e-textbooks, e-tutorials, electronic educational means. It is more convenient for students and teachers to work with multimedia, interactive e-learning tools, e-textbooks. The Ukrainian state educational policy contributes to the development of digital pedagogy, digital education and the creation of high-quality electronic educational resources. International experience determines the priorities of the development of e-textbooks and the transition from static scanned versions of printed textbooks to interactive, multimedia, universal editions in which teachers can transform educational material, and, subsequently, to the development of adaptive versions that will provide students with the opportunity to form individual educational routes. In our future research we intend to concentrate on organizational, psychological and pedagogical conditions for the introduction of e-textbooks to secondary education and teacher training for their use as a guarantee of the development of digital pedagogy.
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Koo, Young-Il, and Choong-Shik Park. "Open Digital Textbook for Smart Education." Journal of Intelligence and Information Systems 19, no. 2 (2013): 177–89. http://dx.doi.org/10.13088/jiis.2013.19.2.177.
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Yasir, Mochammad, Ana Yuniasti Retno Wulandari, Nur Qomaria, Binar Kurnia Prahani, and D. Dwikoranto. "Developing Madura local content and augmented reality-based digital textbook to improve scientific reasoning ability." JPBI (Jurnal Pendidikan Biologi Indonesia) 8, no. 1 (2022): 22–31. http://dx.doi.org/10.22219/jpbi.v8i1.16917.
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Textbooks currently circulating have not been adapted to online learning systems and their contents are less interactive, less communicative, and have not been based on local content potential. This research aimed to produce digital textbooks based on Madura local content and augmented reality to improve students’ scientific reasoning ability. This research development was done based on ASSURE instructional design, between July and August 2020. This research involved 15 students of SMP Al-Hikam Burneh, Bangkalan-Madura. The assessments of the digital textbook were done to decide its validity, practicality, and effectiveness. Furthermore, the students’ scientific reasoning abilities were measured using pretest and posttest. The validity data obtained were analyzed descriptively using percentages, while students’ scientific reasoning skills were analyzed using gain scores. The results showed that the percentage values were 87.5% for content validity (valid), 91.10% for media (very valid), 87.41% for technical (very valid), and 88.9% for practicality (valid). In addition, the students’ scientific reasoning skills were classified as effective based on the gain scores achieved in each indicator i.e., 0.49 (argumentation), 0.45 (existing knowledge), 0.38 (methodology), 0.43 (analysis), and 0.40 (concluding). Thus, the digital textbook developed is effective to improve students’ scientific reasoning skills.
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Crockett, Breanne. "Measuring Students’ Engagement with Digital Interactive Textbooks by Analyzing Clickstream Data." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (2022): 13132–33. http://dx.doi.org/10.1609/aaai.v36i11.21702.
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This paper provides an overview of my contributions to a project to measure and predict student’s mental workload when using digital interactive textbooks. The current work focuses on analysis of clickstream data from the textbook in search of viewing patterns among students. It was found that students typically fit one of three viewing patterns. These patterns can be used in further research to inform creation of new interactive texts for improved student success.
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Jancsák, Csaba, Ágnes Képíró, Mária Rita Kiss, Piroska Kontár, and Andrea Szőnyi. "A holokauszt oktatása Kelet-Közép-Európában, középiskolában használatos tankönyvek tükrében." Belvedere Meridionale 30, no. 2 (2018): 119–42. http://dx.doi.org/10.14232/belv.2018.2.6.
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The criteria of and research approaches to textbook analysis are manifold and diversified. The present study is based on the methodological foundations of comparative textbook analysis as it is typologized by Wiater (2003), and it focuses on one specific segment (the Holocaust), examining how oral history, personal narratives and relevant digital online content appear in teaching history. Our paper presents a microlevel analysis, specifically addressing textbook content, an approach fundamentally rooted in educational sociology. Our main questions focus on how textbooks used in Central Eastern Europe (Poland, Hungary, Serbia, Slovakia and Ukraine) support history teaching with respect to civic education and subject specific value transfer, and what congruence there is regarding video content available through ICT and the new challenges of teaching the screenager generation.
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Weyland, Tina. "Student Data Privacy and Automatic Textbook Billing." OLA Quarterly 27, no. 1 (2022): 38–42. http://dx.doi.org/10.5399/osu/1093-7374.27.01.09.
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The textbook market in U.S. higher education is changing. In recent years, publishers have developed an automatic billing model, in which colleges and universities negotiate deals with publishers to provide ebooks and courseware to students, folding the cost into student fees. This model is commonly known as "inclusive access." Because it offers students first-day access to course materials - important to student success - as well as some savings over full-priced standard textbooks, it is becoming popular with faculty and administrators. But textbook publishers are promoting these plans for another reason: The data they can collect with digital materials opens a lucrative new market, allowing them to diversify into analytics services.
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Sapakova, A. K., М. B. Munlykbaev, and М. K. Issenova. "SCIENTIFIC AND METHODOLOGICAL BASIS FOR THE PREPARATION OF AN ELECTRONIC EDUCATIONAL AND METHODOLOGICAL COMPLEX ON THE TOPIC «THE STRUCTURE OF THE ATOM»." Bulletin of Kazakh National Women's Teacher Training University, no. 2 (July 16, 2021): 67–77. http://dx.doi.org/10.52512/2306-5079-2021-86-2-67-77.
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The article describes the problem of low availability and inaccessibility of new information technologies in the Kazakh language in universities, analyzes the pros and cons of electronic textbooks based on theoretical data. The textbooks used by teachers show the effectiveness and usefulness of multimedia, in order to make them more valuable, it is necessary to add digital resources, such as academic games and interactive websites. The questions of the popularity of textbooks compiled using a computer are touched upon, the analysis and testing of programs for compiling electronic textbooks is carried out. The importance of methodological support of the textbook in the creation of electronic information tools is analyzed. Automation of all the main stages of training with electronic textbooks is provided before monitoring the content of the educational material and making recommendations for final grades, thanks to which all mandatory educational materials are replaced by bright, interesting, with a share of intelligence game moves, i.e. widely used multimedia, including interactive and voice. For students and teachers of chemistry, the authors have compiled an electronic textbook in the Kazakh language, the effectiveness of the textbook has been analyzed and studied in accordance with theoretical data and surveys, according to the results of the study, positive indicators of the assimilation of educational material have been demonstrated.
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Fredskild, Trine Ungermann, and Kirsten Frederiksen. "Educational textbooks in digital surroundings." Seminar.net 16, no. 1 (2020): 14. http://dx.doi.org/10.7577/seminar.3165.
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 The Danish educations, as well as the Danish society, are influenced by technology in many ways. This amongst other influences the student’s choices regarding educational learning material. These issues, however, are not solely issues in relation to Danish educations but can be generalized across contexts.
 This article, however, presents a discussion of the findings in a Danish study regarding the use of educational textbooks among students in Denmark. The study examines the use of the traditional educational textbooks in terms of how it is used, to what extent it is used, the students' wishes regarding textbooks vs online books and if there are educational and gender differences in their preferences. The study also investigates the student way of handling the textbooks such as sharing, copying, selling and buying etc. in the discussion section the study will compare themes identified in this study across educational contexts, and will thus not solely focus on Danish education contexts.
 Empirically, the study builds on a survey conducted among students in the Bachelor Programmes, the Vocational Educational Programmes regarding the Health Care Educations and in the General Upper Secondary Schools. The study includes a response from 1146 students.
 The article discusses the findings with perspectives such as work methods, communication, and interaction, and concludes among others that even though the students still prefer the textbooks, the ebooks in some ways supplement this use in a beneficial manner.
 The article argues that the textbook and the ebook should not be seen as each other’s competitors but rather as each other’s supplement in terms of learnings styles.
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Cox, Glenda, Michelle Willmers, and Bianca Masuku. "Open Textbook Author Journeys: Internal Conversations and Cycles of Time." International Review of Research in Open and Distributed Learning 23, no. 3 (2022): 134–52. http://dx.doi.org/10.19173/irrodl.v23i3.6136.
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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.
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Svyrydiuk, Vitalii, and Olha Svyrydiuk. "EDUCATIONAL SOFTWARE FOR THE DEVELOPMENT OF PRE-SERVICE PROFESSIONALS’ SUBJECT COMPETENCE." Baltic Journal of Legal and Social Sciences, no. 4 (January 2, 2023): 86–93. http://dx.doi.org/10.30525/2592-8813-2022-4-11.
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The article presents the results of the approbation of the electronic textbook, which was created as a means of developing pre-service specialists’ subject competence. The authors note that the e-textbook is an e-learning publication with a systematic presentation of learning content that corresponds to the educational program, includes digital objects of various formats and provides interaction. The advantages of electronic textbooks, features of development and use of Electrical Engineering electronic textbooks for vocational education were substantiated. The expediency of using an electronic book for the formation of pre-service specialists’ subject competence in the electrical field of vocational training has been presented. The levels of formation of subject competence were determined, and the efficiency of using the e-learning tool, which increased the level of student’s academic achievements, was proved. It was emphasized that the introduction of the developed Electrical Engineering electronic textbook gave grounds to state that the material offered in the book motivated the students to study and allowed them to solve learning problems successfully.
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Orekhova, Yuliya M. "Didactic Potential of an Electronic Textbook for Improving Speaking Skills at Foreign Language Classes." Proceedings of Southern Federal University. Philology 2021, no. 2 (2021): 205–13. http://dx.doi.org/10.18522/1995-0640-2021-2-205-213.
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An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.
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Feldmann, Louise Mort. "Faculty Select." Charleston Advisor 24, no. 1 (2022): 19–23. http://dx.doi.org/10.5260/chara.24.1.19.
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EBSCO's Faculty Select database provides a central platform to discover open educational resources (OERs) and digital rights management (DRM)-free e-books. OER content is from several established and well-known content providers: BC Open Textbook, Milne Open Textbook, OpenStax, and the Open Textbook Library. The database also searches OAPEN Library's Open Access content and DRM-free e-books available for purchase from EBSCO. The database is configurable, upon implementation, to search EBSCO's Open Access Monograph Collection and owned DRM-free e-books. Users can preview content and then request course-friendly links for OER and owned DRM-free e-books or request the purchase of DRM-free e-books. This database may be of interest to faculty and librarians searching for affordable course content to replace or supplement traditional textbooks, depending on the institution's budget and needs.
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Kim, So-Yeon, and Jeong-Ryeol Kim. "The Effect of Digital English Textbook-based International Exchange and Cooperative Learning Program on Elementary School Students' WTC and Cultural Sensitivity." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.21.1.
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Objectives The purposes of this study were to conduct international exchange cooperative learning program based on cultural activities provided by English digital textbook and to investigate students’ responses and the effect of elementary school students’ in the 4th to 5th grades on WTC and cultural sensitivity. Methods After 18 students in the 4th to 5th grades of elementary schools in Daejeon participated in the activity for 8 months from March to November 2021, followed by pre and post structured WTC and cultural sensitivity questionnaires, and analyzed learners' follow up responses and interviews. Results The international exchange cooperative learning program based on English digital textbook had a positive effect on the WTC frequency and cultural sensitivity of elementary school students. In addition, there were many positive and helpful responses in post survey and interviews. Conclusions Through this study, international exchange cooperative learning programs based on English digital textbooks will be widely applied to the field to develop various classes and follow-up studies to improve students' English WTC and cultural sensitivity.
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Guimarães, Douglas Ribeiro, and Ana Paula Perovano. "Perspectivas e direcionamentos de Algumas Pesquisas Apresentadas na Terceira Edição da Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática." Jornal Internacional de Estudos em Educação Matemática 14, no. 2 (2021): 199–211. http://dx.doi.org/10.17921/2176-5634.2021v14n2p199-211.
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ResumoO livro didático como objeto de estudo tem despertado o interesse de pesquisadores na Educação Matemática e, como resultado disso, eventos específicos ou grupos temáticos foram desenvolvidos para atender a essa crescente demanda. Assim, identificar quais focos temáticos sobre livros didáticos de matemática têm emergido nos estudos apresentados na terceira edição da Conferência Internacional em Pesquisa e Desenvolvimento de Livros Didáticos de Matemática foi o objetivo que direcionou nossa investigação. Adotamos uma abordagem qualitativa de pesquisa numa visão interpretativa dos dados e empregamos um mapeamento nos trabalhos publicados na referida conferência. Identificamos quatro categorias temáticas: análise do livro, livro digital, uso do livro e outros, contudo, neste texto, a discussão é destinada às três últimas temáticas. Os dados obtidos nos permitiram ter um panorama de como esse campo de pesquisa vem se desenvolvendo em várias partes do mundo. Diferentes perspectivas teóricas foram apresentadas na conferência e destacamos duas que foram recorrentes: a ideia do tetraedro sociodidático e a Capacidade de Design Pedagógico. No que tange às abordagens metodológicas, é predominante o paradigma da pesquisa qualitativa com o uso de vídeos, entrevistas, observação de aulas, mapeamento, análise de conteúdo e/ou a combinação de alguns desses métodos. Do que levantamos, identificamos que o campo de pesquisas sobre livros didáticos de matemática está evoluindo, ampliando as vertentes teóricas e consolidando alguns dos métodos empregados para análise e produção dos dados. Esperamos contribuir, no sentido de trazer mais elementos que possibilitem a compreensão da produção de conhecimento sobre o livro didático de matemática. Palavras-chave: ICMT. Mapeamento. Uso do Livro Didático. Livro Digital. AbstractThe textbook as an object of study has aroused the interest of researchers in Mathematics Education and, as a result, specific events or thematic groups have been developed to meet this growing demand. Thus, identifying which thematic focuses on mathematics textbooks have emerged in the studies presented in the Third International Conference on Mathematics Textbook Research and Development was the objective that guided our investigation. We adopt a qualitative approach to research in an interpretative view of the data and employ a mapping in the studies published at the referred conference. We identified four thematic categories: textbook analysis, digital textbook, textbook use and others, however, in this article, the focus is given to the last three themes. The data obtained allowed us to have an overview of how this field of research has been developing in various parts of the world. Different theoretical perspectives were presented at the conference and we highlight two that were recurrent: the idea of the socio-didactic tetrahedron and the Pedagogical Design Capacity. With regard to methodological approaches, the paradigm of qualitative research is predominant with the use of videos, interviews, class observation, mapping, content analysis and/or the combination of some of these methods. From what we have found, we identified that the field of research on mathematics textbooks is evolving, expanding the theoretical aspects and consolidating some of the methods used for data analysis and production. We hope to contribute towards bringing more elements that enable the understanding of the production of knowledge about the mathematics textbook. Keywords: ICMT. Mapping. Textbook use; Digital Textbook.
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Sari, Maria Puspa, and Armi Antasari. "DIGITAL TEXTBOOK: A STATE OF THE ART RESOURCE TO INCREASE LEARNERS’ ACHIEVEMENT." Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (2021): 167–76. http://dx.doi.org/10.17509/bs_jpbsp.v20i2.33057.
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Technology has triggered the appearance of digital textbook in education especially in English. Digital textbook is an electronic version of printed books which has been popular in education. Several related studies had confirmed the advantages of using digital textbook for ESL learners. This study was conducted to explore the effectiveness of digital textbook in increasing learners’ proficiency in English. The study with fifty seven participants was a true experimental research which applied pretest-posttest control group design. Having two groups of participants (experimental and control), this research was conducted by selecting the participants randomly, administering pretest, giving treatment, administering posttest, analyzing the data and interpreting the results. This research found that even though data was not normally distributed, the data still had the same variances. Therefore, the independent t-test in this research used Wilcoxon Signed Rank Test. The results discovered that the t value was 0.30 which was lower than 0.050. It indicated that the treatment was significantly effective in this research. In other words, this research revealed that digital textbook had contributed positively to the learners’ English achievement as it was seen from the better performance of the experimental group than the control group.
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Wang, Xianhui, and Wanli Xing. "Understanding Elementary Students’ Use of Digital Textbooks on Mobile Devices: A Structural Equation Modeling Approach." Journal of Educational Computing Research 57, no. 3 (2018): 755–76. http://dx.doi.org/10.1177/0735633118758643.
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The purpose of this study is to design a structural model explaining how elementary students use digital textbooks on mobile devices. This study extends the technology acceptance model framework, with self-efficacy, learning motivation, learning strategies, and parent education level as external variables. Results show that perceived usefulness was a significant mediating factor for students’ actual usage of digital textbook on mobile devices. Self-efficacy and learning strategies influence self-reported actual usage through perceived usefulness and perceived ease of use. In addition, parent education level has a significant influence on students’ self-efficacy and especially learning motivation. These findings have broadened research on technology acceptance with emphasis on a more learning-centered framework that focuses on the learners’ characteristics and their unique contexts when using digital textbooks via mobile devices.
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Yanova, S. Yu. "Review of the Textbook “Fundamentals of the Digital Economy”." Administrative Consulting, no. 9 (October 23, 2020): 164–69. http://dx.doi.org/10.22394/1726-1139-2020-9-164-169.
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The review examines the textbook edited by M. N. Konia- gina, dedicated to the new and acutely relevant discipline “Fundamentals of the digital economy.” The structure of the textbook is considered, particularly interesting chapters are highlighted, the contribution of the co-authors not only to the textbook itself, but also to the development of thematic areas presented by the publication’s chapters is highlighted, which is confirmed by the numerous published works of the co-authors. The reviewer gives an overall high positive assessment of the peer-reviewed work, as well as recommendations for further deepening the topics being studied.The author of the review is convinced that the textbook will be useful to students of the educational areas of Economics, Management, Business Informatics, State and Municipal Administration, teachers, business representatives in the process of corporate digital transformation, selfdevelopment, and organization of development processes for company employees.
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Price, Helene. "The medical textbook in a digital age." Lancet 354, no. 9178 (1999): 606. http://dx.doi.org/10.1016/s0140-6736(05)77969-1.
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Song, Jae Sung, Seong Jin Kim, Gi Seob Byun, Ju Ho Song, and Bong Gyou Lee. "Comparing wireless networks for applying digital textbook." Telecommunication Systems 55, no. 1 (2014): 25–38. http://dx.doi.org/10.1007/s11235-013-9748-4.
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Kim, Jung-Hee. "Improvement of Elementary English Digital Textbook Design." Cartoon and Animation Studies 32 (September 30, 2013): 383–409. http://dx.doi.org/10.7230/koscas.2013.32.383.
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Choi, Ja-Ryoung, and Soon-Bum Lim. "Interactive E-Textbook Platform Based on Block Editing Model in Crowdsourcing E-Learning Environments." International Journal on Semantic Web and Information Systems 17, no. 1 (2021): 50–66. http://dx.doi.org/10.4018/ijswis.2021010103.
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Instructors can now work with students to create various textbooks based on crowdsourcing. In particular, as feedback provided by students is essential for determining the quality and direction of classes, instructors should interact with students who are currently participating in classes by exchanging feedback. This paper proposes a block editing model that can reflect student feedback. The block editing model is an interactive e-textbook editing model that is dynamically updated based on the feedback provided by students in real time without modifying the structure of digital textbooks. In particular, in order for even non-developers who do not know web programming languages to be able to produce interactive digital textbooks easily, the authors developed an editor that could help implement them based on Blockly, a visual programming language. This paper enables instructors to improve the direction and quality of classes depending on the learning achievement of students and understanding based on feedback information provided by students and feedback analysis.