Graduate students' perspectives on using e-books for academic learning. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Alhammad, Rasha; Ku, Heng-Yu
• Is Part Of: Educational media international. Volume 56:Issue 1(2019)
• Page Start: 75
• Page End: 91
• Publication Date: 2019-01-02
• Subjects: Cognitive load theory -- dual coding theory -- e-books -- multimedia learning -- printed books; Audio-visual education -- Periodicals; Teaching -- Aids and devices -- Periodicals; 371.3305
• DOI: 10.1080/09523987.2019.1583460
• Languages: English
• ISSNs: 0952-3987

Abstract

ABSTRACT: The purpose of this qualitative research was to explore (a) how graduate students interpret their experiences with the use of e-books for learning, (b) which reasons influence their preference for e-books or printed books when they learn, (c) how they perceive the impact e-books have on their learning, and (d) how they compare learning experiences between the use of a given printed book and an e-book containing similar content but also offering additional multimedia options. Participants consisted of 20 graduate students from one midsize university in the United States. The major findings of this research were that graduate students generally prefer using e-books to printed texts. When studying and preparing for an exam, however, graduate students will only supersede their familiarity with printed text if a given e-book offers similar content as the printed text and provides additional resources. Research implications and recommendations for future research were also provided.