The Student's Evaluation of eBooks - Research Paper Example

Research on the Student's Evaluation of eBook Student’s Name Institutional Affiliation Abstract This paper discusses the significance of evaluation and precisely the influence of user readings on the advancement and usability of eBooks. Further, it considers the design and functions that are aimed at increasing the users’ experience. In the recent years, there has been an agreement on the importance of a good design, and few researchers already have published the course of action and provided information on the decent practice. Although, this has been achieved, much of the emphasis has not been given, on the evaluation and the influence on the quality of eBook. This will be the most significant information to the designers in having a common policy in terms of agreed procedures, regulations, standards and measures to evaluate eBook effectiveness to the user. In general, this has not happened, and only a few researchers are attempting to set up the evaluation tools to gather evidence of the good practice. Introduction EBooks refer to common reading material, or a book which can only read using the computer or electronic devices. EBooks are easily downloaded and transferred if they are contained in portable devices such as flash disks, pocket personal computers or smart phones. This technique has led to the possible growth of various journals and publications with little time for publishing. The escalating costs of printed books and the likelihood to link multimedia publications to eBooks have major influences on the approaches used by libraries in learning institutions in their support of academic communication. The eBooks use a quite different phenomenon from the currently extensive use of e-Journals. The size and arrangement of a book, the conventional mode of reading books and understanding of reading a book are quite different from reading an intensive and comparatively short article or report. This is vital to consider how students and researchers will adjust to reading entire books onscreen. Features available on eBook readers can be extensive. Apart from turning pages, scrolling of texts and searching more advanced eBook interrelated; features available on eBooks are frequently being developed and intensified for users (Stebbins, 2006). Through gathering the user comment and opinion about using eBooks, users can speedily and accurately search meaning, an explanation and attach the hypertexts and phrase Books from the reader. The evaluation of the alleged practicality of the functionalities of eBook readers in the market can be used to assess the level in which they are acceptable. By using coherent design and available language, the eBook provides students with the basic knowledge they require for them to understand the research process. Students are capable of exploring different types of research normally used in the field and eventually learn the procedures for designing a project, developing the research problem, reviewing literature, and classifying variables and hypotheses to define the study population, developing and selecting the suitable data-collection tools. They proceed on to evaluation models, including data analysis, and writing techniques (Boxwell, 2011). The approach by the author to the material makes textbook exceptionally unique in that each chapter is built from the previous one and evidently discuss procedures that are used in conducting research. Each chapter ends with features that help students to apply what they’ve learned to the field research. In the evaluation of eBook, various methods used include an online student resource (OSR) that will provides spare chances for students to relate the information they’ve learned. Students will scrutinize two academic articles, one qualitative and one quantitative, during the course centered on the concepts learned in each chapter. The OSR also comprises a case study for each chapter that can be used in evaluating students’ understanding of the concepts learned and their application. In addition, the researcher’s project appears in the OSR so that students can simply download files and data connected to it. Through the applied method of useful research and evaluation methods in reformation of eBook, students will acquire basic information they need in becoming assertive in using their research and evaluation abilities to meet the demands of their career (Rampell, 2008). Literature Review Most of the articles have delved into attitudes of eBook among students in regards to usage and adaptability especially to distance learning students. In order to examine evaluation of eBook to students, study was conducted by Nelson (2008) that involved interactive television instruction. Questions included in the survey sought to determine dissimilarities in expectations of students, satisfaction, understanding, as well as performance. The results indicated satisfaction of students who relied on printed books from traditional higher learning institutions as low as compared to their counterparts in modern universities who used eBook. Given this new experience gained by students from using electronic materials, eBook was rated as the most constructive method of learning. According to Jones (2009), the foundation of his study was based on numerous complaints by the students to the librarians during library sessions. Therefore, his study delves into determining the perceptions of students on electronic books. The results indicated that the students were willing to use eBooks if the university would implement the system in its curriculum. Jones (2009) in his study made use of ‘Diffusion Theory’ to establish the rationale behind why technological users would decline or accept the use of electronic books, as opposed to printed books. The study outlined considerable differences between the level of usage and effectiveness based on age and gender. He further noted most of institutions of higher learning were willing to trade printed books with electronic books. However, the results were segregated between those who wanted to continue using printed sources as compared to electronic books. Ordinarily, Jones’s analysis indicated that most higher learning institutions are trying to offer several options for students relating to the suitability of books they would like to be implemented in university curriculum. He observed the net cost of purchasing a hard copy and reselling it reflected the similar cost that would be incurred in purchasing an eBook. He also examined that students who never completed their course work in universities may have a tendency of reselling their printed books which may not be the preeminent alternative for digital evolution. On matters of convenience, Jones (2009) observed that his study suggested that student were comfortable in using electronic books at home which was more convenient as compared to borrowing printed books from the library where they were supposed to follow some set rules (Jones, 2009). Additionally, printed books were limited in the library and the students could not get updated information on the relevant course taught in universities. Numerous authors examined on various topics of enhancing accessibility of eBook, basing their attention on certain modules and materials. Further, they argue that there was a need for coming up with recent applications to enhance the accessibility of eBook. Stebbins (2006) focus centered his argument on instituting modules for particular students who never had any knowledge regarding the use of eBooks. Some of the suggested modules that were suggested included web design that was founded on theories of adult education. Stebbins (2006) developed a publishing design that comprised use of free eBooks. One of the major shortcomings identified in his analysis is that printed materials of similar books were more costly in comparison with electronic books. Furthermore, university curriculum developers were impressed on the quality of electronic books simply because they have editing rights. According to Rampell (2008), an eBook is a method that digitizes books which usually have images, drawing and other collaborative features that are assembled in dictionaries. The report from the study showed that a fifth of college supplies, currently are gaining access to digital materials with more than 90% of the supplies retrieved or distributed through the college resources such as library, college stores and education administration systems. In addition, it was observed that the percentage of the students buying the e-textbooks was on the rise. The rising trend in the use of e-textbooks indicates that the book publishing plants may not be significant to meet the demands of today’s students who do not read books from cover to cover. In another study by Boxwell (2011), in the efforts to assess the student reception, practice and contentment with eBooks indicates that there was a correlation between contentment and usage on online reading of books. They assert that, contentment is achieved when the online copy and download read formats are applicable and hence this raises their level of practice for those formats. Based on this study, the publishers had to prospect for the increase in those specific formats centered on the increase in usage by students. Boxwell (2011) noted that most of the students testified they wanted eBooks since they were able to search and interpret information easily. In addition, the facility emphasized that specific part of the books were significant to share with the students so that the content could be debated in groups. Boxwell (2011) developed electronic book search which could be used to find huge collections of books. The findings were positive in that many students appreciated the use of this tool to gather a lot of information from a variety of books searched. In another study, Nelson (2008) indicated that there was a correlation between the usage of eBooks and the student results in the terms exam scores. This study showed that females used eBooks more than males and scored a small but a significant higher grade. He also reported that, using electronic texts spent little time per week while reading and revising as well as studying. In this study, one third of the students said that they chose the electronic instead of the print version. These results indicated that those who used electronic texts were more successful in their studies as compared to those who used the print version. According to Nelson (2008), there are several existing eBook pricing models. This is manifested in how schools have established their own exceptional ways of charging students for the eBook use. For example, some of the students pay per course eBook materials fee while others are charged a constant fee regardless of the number of courses they study. Based on the above discussion the research seeks to answers to the following questions. R1. What are some of the benefits that make eBooks be preferred over printed books? R2. What are some of methods used to evaluate the eBook? R3. Why should eBooks be recommended for use among students in the institution of higher education? Methodology Data Collection Data for this research was collected from the students of Qatar University, whereby close-ended questionnaires were issued to more than twenty five students. The respondents were selected from all years of study; that is first years, second years third years as well as fourth years, based on the convenience of accessing them. The questionnaires were randomly administered and filled by the respondents. The sample characteristic included only the female gender, which formed a hundred percent of the total population. The random sampling strategy ensured that all undergraduate students from Qatar University had equal chances of being selected, irrespective of age or the year of study to eliminate bias (Stebbins, 2006). Measurement Scale The research employed the seventeen-item range that was developed by Shimp and Sharma (1987), to measure and construct e-book user rationality. Respondents designated their agreement and/or disagreements to the questions asked on a seven-point scale ranging from strongly agree, represented by 1, to strongly disagree, which was represented by seven. The collection and data analysis was conducted using inferential and descriptive statistics. Descriptive analysis employed pie charts and bar graphs to portray the characteristics of the group, whereas, means of the responses were calculated to get the characteristics of the sample, thereby translating it to the whole population. Conversely, descriptive analysis was carried throughout the five variables, ease of access, affordability, reliability of the e-books as well as general likeness of using e-books, to show the how these variables affected the prevalence of e-books over print books (Jones, 2009). Results and Discussions Level of Education Modal class is the third year class Frequency distribution table First Year Second Year Third year Fourth Year 5 5 20 25 Affordability of the e-books This shows that the majority of the e-book users are their third year of study, with few respondents from the first and fourth year of study, and none from the second year of study. Affordability of the e-book Mean lies within the ‘strongly agree category, hence majority agree with the hypothesis that e-books are affordable This shows that the prevalence of e-books is attributable to its lower cost compared to print books. E-book is more helpful than print books The mean lies within the strongly agree category, hence majority of e-book users agree that print books are more helpful than print books. Out of the twenty-five respondents, nineteen strongly agreed that e-books had negative impacts on users’ eyesight while six respondents agree. This shows that persistent use of e-books negatively impact the users’ eyes, one of the major disadvantage of e-books. Recommending e-books to other users Owing to its negative impacts, four respondents strongly disagreed with the idea of recommending e-books to other individuals; eighteen respondents disagreed, whereas three respondents agreed to recommend the use of e-books to other individuals. The mean lies in the strongly agree category, hence majority disagree with recommending use of e-books to non-users. Chi square table outcomes observed Expected deviations Deviations squared D2/E Affordability 80 100 20 400 400/100 Assistance 72 100 28 784 784/100 total 152 200 48 1184 11.84 Chi-square Formula:  χ²=11.84 From the chi-square table, 90% confidence level Df=n-1 5-1=4 Χf =9.49 χ²>χf, hence the independent variables fully explain the dependent variables Discussion of the Results From the discussion, it is clear that the prevalence of e-books can be attributed to its low cost, which makes it cheaper as compared to print books. This has led to increased use of e-books in Qatar University, as well as other institutions of higher learning in the world since the students’ resources are relatively low, hence the desire for cheap and affordable facilities. The use of electronic books spreads across all education levels, though it is more prevalent in the third and fourth years of study, where students utilize them for research purposes. Majority of the respondents were of the view that e-books are more helpful than print books since they can be easily manipulated, due to their functionality and features that increase users’ efficiency and efficacy. Despite the numerous advantages of e-books, most of the users recognize the negative impacts on users’ eyes, due to the direct light emitted by machines used in accessing e-books such as computers. This negativity has made most of the users disagree with the idea of recommending the use of e-books to non-users (Rampell, 2008). Conclusion In the execution and scaling up an eBook acceptance, there should be numerous procuring and supply mechanisms. This successful transition to the digital course resources requires more than just providing the link to eBooks. This transition process impacts not only to students and administrators but to the developers, designers, and customer service, academic, purchasing and technical support. The completion to the transition is where there is a smooth positive welcome and response to the affected parties thus ensuring applicable change in the administration policy. This effective capability planning needs to follow a comprehensive and a well detailed process. It accounts for using the existing user ability and then determines the qualitative measures to evaluate the new gained ability (Boxwell, 2011). Finally, it provides a vibrant view into the associations and connection points of the new processes where relevant communication and teaching platform can be established. Therefore, this prompts a procedure for unceasing progress in eBook use to be created. References Boxwell, M. (2011). Make an eBook: the complete handbook for creating, marketing and selling eBooks successfully. Ryton on Dunsmore, Warwickshire, U.K. : Green stream Pub Jones, R. (2009). E-books to replace textbooks? Ed Tech Convergence Magazine, 47(3), 266-273 Nelson, M.R. (2008). E-books in higher education: Nearing the end of the era of hype? Originally published: EDUCAUSE Centre for Applied Research (ECAR) ECAR Research Bulletin, 2008 (1) Rampell, C. (2008, May 2). Free textbooks: An online company tries a controversial publishing model. Chronicle of Higher Education, 54(14), A14-A14. Stebbins, L. (2006). Student guide to research in the digital age: how to locate and evaluate information sources. Westport, Conn. : Libraries Unlimited Appendices Survey We are students of marketing research at Qatar University conducting research on student's evaluation of e-book, your input are very important to us. Please take a few minutes to complete this survey *We distributed the survey over 25 students on Qatar university ant this was the result • Gender: Male Female 25 were female • Education level "year": First year Second year Third year Forth year 5 were first year 16 third years 4 fourth years It's easy to access to e-book: 11 agree 10 disagree 4 neither The price of e-book is reasonable: 20 agree 5 strongly agree I feel using e-book helpful than using physical one: 20 strongly agree 3 agree 2 neither Using e-book can hurt my eyes: 19 agree 6strongly agree I like to use e- book: 18 disagree 4 strongly disagree 3 agree I recommend others to use e-book: 6 agree 4 neither 10 disagree 5 strongly disagree Read More