Students' Use of e-Text Annotations for Learning

• In Event: Measure of Perceptions and Learning Within Instructional Technology Contexts

Abstract

Despite the prevalence of electronic textbooks in higher education, the extent to which these systems encourage learners to attune to mechanisms that afford transformative and deep learning processes remains largely unexplored. This study describes a preliminary analysis of students’ use of interactive features of electronic textbooks and how their use aligned with supported learning frameworks. Content analysis was used to analyze the textual data generated by students’ use of the question feature. Findings indicate students tended to use this feature as a simple information gathering tool and to other relevant contexts to the text. From these results, we discuss potential interventions that could promote more expansive teaching and learning mechanisms with the social annotation tools of electronic textbooks.

Authors

• Joshua Quick, Indiana University - Bloomington

• Christopher Daren Andrews, Indiana University - Bloomington

• Adam Maksl, Indiana University