Although people are extremely enthusiastic about the accessibility of e-books there are still some questions over availability of subject content and how soon coverage will increase to make a real difference to the learning and teaching environment in particular discipline areas (“at the moment, the range is limited and therefore you are working to somebody else’s secondary list of materials”). There is reason to believe, from the interviews, that primary texts are used more frequently online than secondary texts, (the latter being, for example, textbooks that are recommended reading). The reasons for this may relate to coverage, as above, but also to some of the concerns expressed by academic staff in relation to potential (lack of) context, difficulties in sustained screen reading, surface (as opposed to deep, effective) learning, inertia and the possible reduction in information seeking or evaluation skills etc. (“I had a much kind of deeper understanding of the smaller subject area…., now I’m afraid that they [students] have a rather scanty understanding of a very broad range of sources and
Wilson et al (2002) focused on functionality and the adoption of standards required for successfully linking e-book provision with user needs and expectations. Such approaches combine evaluating the design features of e-books, and the functionality they can offer (e.g. search tools, bookmarks, ability to highlight, multimedia features, instant access), with criteria for evaluating user interfaces. Diaz (2003) identified such criteria as including aesthetics, consistency, self-evidence, naturalness of metaphors and predictability. Importantly, this work recognises that the features e-books offer (as enhancements to printed book content) are only as beneficial as the user’s ability to grasp and use them in an intuitive and user-friendly way. In our previous research (Muir et al, 2009), we argued that there is a need for a new approach to how e-book content is delivered, and that such a model should be very different from the printed book paradigm. Taking a ‘business’ perspective which includes not just the needs of end-users but the commercial implications for authors, publishers and e-book aggregators, as well as how educators and librarians might be best served is required.
The advantages of e- books are well documented. For some, they offer the opportunity to add another dimension to information provision and increase the quality of customer service in academic libraries (Marcinko, 2000; Summerfield et al., 2001). The recent National Student Satisfaction Survey revealed that access to library resources was a key factor in the evaluation of overall student satisfaction with their university (Taylor-Roe, 2006). E-books have the potential to contribute significantly to this. E-books provide a powerful search tool that enables the user to browse a collection of thousands of titles, or within a title, in seconds (Connaway, 2001; Rosy, 2002). They offer continuous accessibility both on and off-campus at any time of the day. Accessibility is also improved because e-books are never, lost, stolen, damaged or miss-placed (Snowhill, 2001). There is also a higher turnover rate, so that more users can access a book over time, especially useful for high demand books on course reading lists (Goldleaf, 2003). This should reduce the dependence on short-loans which are unpopular with students as they are inconvenient and can be being expensive through fines (Taylor-Roe, 2006). The need for carrying heavy text-books around is also removed, which can be important for students with mobility problems (Rogers, 2001; Goldleaf, 2003).
While observing the rapid growth in the field of e-learning, the present research aims to provide an experiential insight into the use of e-books, documenting its benefits, issues and future prospects. For this purpose, the researchers used their own eBook "Education Technology: Foundations and Applications" as the research instrument and evaluate the perceptions, feelings, and views of the education technology course students in Saudi University, in order to understand the importance of using eBooks for educational purposes. The eBook was designed as an interactive app which was provided to 27 students who purchased it using a gift voucher. They were asked to study from the provided eBook throughout the semester. At the end of their semester, a discussion group was held. The discussion group concludes that almost all of the students found the use of eBook for an educational purpose quite beneficial as they believe it is much cheaper, portable and easily accessible from any place and at any point in time. Some of the participants may have found issues with the usage such as no copy paste options, etc.; however, the majority of them intended to use eBooks in future if the characteristics and features of the eBooks are same as this book.
Nevertheless, despite all their benefits e-books still pose several complications that make their use, and in this case their borrowing and lending, difficult. As stated, publishers and aggregators, where the library usually purchases the e-books, are not keen on making access to the e-books easy in fear of copyright infringement and naturally loss of their revenue if their materials can be purchased only by one library and then be made accessible through ILL to a wide network of collaborating libraries. Now more than ever before the users of the library are aware of what they can access and what they cannot, so having found an e-book title that they would like to use and being denied access to it because of the license restrictions exacerbates the view that the library cannot meet the information needs of today and provide its patrons with sufficient material, which can be easily accessed. 60 It might be the case that the
advantage of PDF is the correspondence of e-pagination to the paper original, which makes PDF e-books perfectly suited for academic use (if judged by this particular criterion) where citing or referring to a particular page is essential. Adobe Digital Editions provides an opportunity to see which page is being read in ePub too (there is a special box to present the number of pages in the book and the page you are currently on). Furthermore, the page number is presented in a small font to the right of the text (in order not to distract readers’ attention, as we can guess). The page number also appears for a while when a page is turned over but disappears when you are reading, for example in DL Reader, or can be shown as a percentage of total pages as in Book HD (whereas PDF files display normal pagination). Only ePub3 Reader has no pagination functionality. Despite of the availability of e-pagination in software reading systems in one form or another, it is likely that the scholarly community, quite soon, will have to work out new rules for reference and citation not only for ePub but for all digital products. In this regard, an interesting solution for referencing is offered by calibre: pagination is visible (and can even be presented as a non-integer number such as 2.2 or 5.8) but in ‘Reference Mode’, a number is given to each paragraph: for instance ‘5.2’ means that this is the second paragraph of the fifth chapter/section of the book. No matter how innovative this solution is, it is unclear how a scholar would use it in one’s work. On the other hand, it looks like to be particularly useful for e- books in ePub. However, if it is implemented in other software reading systems, pagination is likely to be read in a different way by various software reading systems and in all probability scholars will be forced to use the same software reading system to obtain the same pagination results.
13.78% of the teach- ing staff stated that using e-books was more efficient for them. Among other reason on why the utilization of e- books was on the rise included the im- proved IT – infrastructure within the university, the availability of free and fast internet facilities, easy access to electronic books and reasoses free to download from sites such as 4shared.com and bookboom.com. The teaching staff reported that the use of e- books made it easier for t hem to teach as well as do research. The post graduates students too had a similaropinion they also stated that since they were carrying out research it was much easier for tyhem to carry e-books and share by use of memory tools such as the flash disks and virtual memory i.e. the cloud accounts. Generally the students and the teaching fraternity were able to access e-books on variety of platforms such as tablets, laptops, palm tops as well as smart mobile devices snd this made it easy fro the to do their study work as well a share the books.
The concept of open access e-books started in 1971 when Michael Hart started Project Guttenberg (Connaway & Wicht, 2007) to digitise all the print books printed since the invention of the printing press with the aim to store, retrieve and search information the electronic or digital version of these books at any time from any part of the globe. Reitz (2007) defined an electronic book as a “digital version of a traditional print book designed to be read on a personal computer or an e-book reader”. An open access e-book is a book in the electronic or digital form that is available on the public internet free of charge, which can be read on a computer, laptop, or e-book reader (Loan, 2011). The full-text of these e-books is always freely available (24x7) to worldwide readers and thus can accelerate the speed of research.
Springer e-books are sold in 12 (formerly 13, but Birkhäuser Architecture has recently been sold) annual subject collections, with each year’s collections containing around 3,500 titles. From 2005 forward all Springer book titles have been published online as well as in print. The collection is strong in STM subjects plus business and man- agement, with a smaller number of titles in other humanities and social science subjects. The e-book collections are characterized by a high proportion of research monographs, contributed volumes and conference proceedings but also include textbooks and major reference works. They are mainly aimed at researchers from the advanced undergraduate level upwards
A subset of social cognitive theory is self-efficacy, a theory that attempts to explain learners’ feelings and perceptions of their performance abilities and their choices to take actions based on these . Based on the self-efficacy research regarding learning and use of computers, students with higher degrees of self-efficacy related to the use of the mobile e-books might be expected to experience greater course outcomes and a higher degree of satisfaction [36, 37, 38, 39]. However, Wang and Wang, in their work on developing a mobile computing self-efficacy scale (MCSE), expressed that the use of mobile devices is unlike generic technology or the Web, and therefore should be studied independently . Wang and Wang stated, “a comprehensive MCSE instrument can provide a more accurate diagnostic tool to assess an individual’s mobile computing self-efficacy than can a simple adaptation of computer self-efficacy or Internet self-efficacy scale” . Building on Wang and Wang’s case for studying the specific, unique aspects of mobile computing, this collective case study also attempted to explore students’ self-efficacy beliefs regarding the mobile e-book technologies, as well as how technology might affect students’ behaviors and outcomes in the course.
The issue is even more pronounced with patrons who have not had much experience with technology in the past. One librarian detailed how the increased popularity of e-book reading devices has resulted in library staff spending more time on the basic tech support: “Many of our older patrons received electronic devices as gifts over the past two years. This group of library users asks for lots of help with their devices, from plugging them in to turning them on to trying to make them interface with the e- book portion of the library website.” (For more about this topic, please see Part 8: Future Thoughts.) It should be noted that even among our panel of librarians whose libraries lend out e-books, not all face a huge demand for their electronic titles. “My library serves an economically challenged area so we have not had the demand for e-books that other libraries are experiencing,” one director wrote. “Large numbers of our patrons have not been able to invest in e-book readers or tablets.” However, she added that the library had also seen “an increase in people using their mobile phones to access library
Junior high school students' today called as a digital-generation actually has an interest in using e-books to learn. They consider e-books more fun and exciting for their learning activities. This result has similarities with the research of Dundar & Akcayir(2012)which states that Tablet PCs are a fun reading tool. Reading the text on a tablet PC is fun when compared to reading text in a printed book. In addition, high percentage obtained that students prefer e-book because it is practical, they also report that e-book gives ease and speed in finding information. Similarly, Gueval, Tarnow & Kumm (2015) who stated that searchability and portability are the advantages of e-books.
We plan to perform this query every three months in order to flag new authors and newly added e-books. This process does not help for newly published titles that are not currently in the library’s collection. This method establishes a curated authors list and a method for periodically assessing the collection to ensure that all associated authors’ publications are flagged, properly managed, and made accessible to users. It is advisable to note that many publishers do not flag affiliated authors. E-book acquisition services such as GOBI do flag affiliated authors. Sales representatives are able to guide librarians on how to set up alerts and create custom queries in order to identify newly published content by institutional authors.
This paper presents the results of a study comparing the life cycle environmental impacts and cumulative energy demands of reading printed books (print system) with those of reading e-books from an Apple Air iPad (digital system), with a specific focus on production of books and use of both options in South Africa. The two systems were compared using the ReCiPe midpoint and cumulative energy demand methods. The findings, which are consis- tent with international findings, demonstrate that the print system has lower impacts than the digital system in the impact categories of freshwater eutrophication, freshwater ecotoxicity, marine eco- toxicity and metal depletion, whilst the digital sys- tem has lower impacts in the categories of climate change, ozone depletion, terrestrial acidification, marine eutrophication, human toxicity, photochem- ical oxidant formation, particulate matter formation, terrestrial ecotoxicity, ionising radiation, agricultural land occupation, urban land occupation, natural land transformation, water depletion and fossil depletion. The major processes contributing to energy demand and environmental impacts of the print system were paper production and printing. For the digital system the major contributing pro- cesses were the production of the iPad and e-book reading. Coal-based electricity and coal-mining- related activities featured prominently in both sys- tems, affecting environmental impacts and energy demand of products and services in South Africa. A change in the electricity mix to be less coal-intensive reduced the impacts of both systems. Finally, the products demonstrate that relatively few additional
development of e-books from a by-product of the Hypertext community to web-delivered packaged information. At this point, a simple four-dimensional definition of e-books is introduced to facilitate discussion, these four main dimensions being: content, format, purpose and use. The role of e-books in a digital library is then discussed and a number of possible scenarios described. Education and e-learning are explored as offering a promising environment within which e-books could have a positive impact. The approaches to e-books of academic librarians, authors, publishers and readers are considered, using the results of a recent survey commissioned by the Joint Information Systems Committee (JISC). The paper then concludes with a discussion on how e-books could become more widely used and have a positive impact on different type of readers.
19. E-book readers are beyond the scope of this review but are not entirely tangential to it. For example, if collections like ebrary, netLibrary, Questia and the rest are to survive, they must adapt to the so- called 2.0 world of PDAs, cell phones and wireless delivery. Ebrary has done that recently and others will not be far behind. But all of them attempting the same sort of delivery apart from one another, or in a noncompetitive manner will simply mean that all will fail or struggle. It is neither the best of all possible worlds or one that I like, but there it is. See Jennifer Howard, ‘University presses can hang together to make e-books, or all hang separately’ Chronicle of Higher Education, 55, 42 (24 July 2009), A11. See also Jill Hurst-Wahl, ‘Are digitization providers in financial trouble?’, 6 July 2009 < Back to (19)
This research was conducted in Japan with the aim of examining the user motivations behind online shopping, using the UTAUT2 framework with two additional constructs (LT and trust). User data were collected relating to online shopping for e-books and paper-based books. The measurement items related to the seven constructs in UTAUT2, plus LT and trust, were adopted from various related studies (Venkatesh et al., 2012; Escobar-Rodriguez & Carvajal-Trujillo, 2013; Hong & Cha, 2013; Gefen et al., 2003; Singh & Matsui, 2017). Corresponding to the nine constructs and intention to use, we created 35 measurements. We measured use behavior by asking the average number of times in a year that the user purchased an e-book or paper-based book through online channels. We present the measurement items for paper- based books for reference at the end of this paper. Besides these, we created a few other measurement items related to user demographics.
Particularly encouraging was that academics thought that ebooks would be su for the courses they teach and would be preferred for their own research and scholarship if suitable titles were available. Students, especially off-campus students, clearly expressed a desire for more textbooks and ebooks in their su areas. The textbook issue is in direct alignment with the JISC (2007) National eBook Observatory Project which identified access to course textbooks as a primary issue for library access to books in both print and ebook formats. Librarie should work closely with academics in all subject area
This study compares a more traditional method of learning using PowerPoint and a second method of using interactive eBooks. It was found that a significantly better learning out- come was achieved by participants in the eBook group. One major difference between the two learning methods was that eBook provided interactive learning and tests for partici- pants to use, whereas the PowerPoint learning material did not contain any. The different test outcomes and results be- tween the two groups could mean that learning through interactive multimedia eBooks is not only more effective, but also more attractive to students, compared to learning through traditional methods. These higher scores also point to a high level acceptance of eBook and e-learning materials for medical students. With such strong evidence in this study that interactive learning through eBooks greatly in- creased learning effectiveness and scores of participants, other curriculums may also benefit with the inclusion of ap- propriate eBook and e-learning materials.