期刊名称：Journal of Educational Research and Innovation
电子版ISSN：2153-1846
出版年度：2016
卷号：5
期号：2
语种：English
出版社：Scholarly Exchange, Inc
摘要：The purpose of this qualitative study was to explore the experiences and attitudes of graduate students toward the use of e-books for college-level courses. Seven students who pursued graduate studies at a midsize university in the Western United States volunteered to participate in semi-structured interviews. A theoretical lens comprised of three supporting learning theories (social constructivism, information processing, and self-efficacy theories) related to the constructivist learning approach was utilized to analyze the results and provide insight about students’ learning experiences with e-books. Students’ responses were categorized in four main areas: (a) they valued using e-books for social interactions and anytime/anywhere sharing and learning, (b) they indicated that e-books offer better information processing opportunities, (c) they expressed feelings of high self-efficacy and convenience, and (d) they indicated reasons of their negative perceptions and provided recommendations that could improve e-books to better support learning. Six out of seven students indicated their preference of using e-books over printed books. However, four out of these six students shifted their preference to printed books when asked if they preferred reading e-books for learning activities that required them to fully comprehend the information. Furthermore, this study provided discussion, limitations, and recommendations for future research.
其他摘要：The purpose of this qualitative study was to explore the experiences and attitudes of graduate students toward the use of e-books for college-level courses. Seven students who pursued graduate studies at a midsize university in the Western United States volunteered to participate in semi-structured interviews. A theoretical lens comprised of three supporting learning theories (social constructivism, information processing, and self-efficacy theories ) related to the constructivist learning approach was utilized to analyze the results and provide insight about students’ learning experiences with e-books. Students’ responses were categorized in four main areas: (a) they valued using e-books for social interactions and anytime/anywhere sharing and learning, (b) they indicated that e-books offer better information processing opportunities, (c) they expressed feelings of high self-efficacy and convenience, and (d) they indicated reasons of their negative perceptions and provided recommendations that could improve e-books to better support learning. Six out of seven students indicated their preference of using e-books over printed books. However, four out of these six students shifted their preference to printed books when asked if they preferred reading e-books for learning activities that required them to fully comprehend the information. Furthermore, this study provided discussion, limitations, and recommendations for future research.
