Despite the fact the many textbook publishers offer several of their titles in digital format, the sale of e-textbooks have been less than stellar. This study investigates factors in the adoption of e-textbooks. Specifically, it examines students’ preferences toward printed versus electronic textbooks, and why they prefer one to the other. In general, students still prefer printed textbooks to electronic textbooks. The primary reason for their preference was because the students simply prefer print to digital. This study helps both textbook publishers and educators to better understand the reasons for e-textbook adoption and help determine ways to communicate the benefits of e-textbooks.

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Digital or Printed Textbooks: Which do Students Prefer and Why?

The authors modeled the relationships between students’ perceptions of interactive technology in terms of whether it helps them pay more attention and be better prepared in a Consumer Behavior course and their attitude toward and satisfaction with it. The results suggest that students who feel they pay more attention due to the use of Interactive Technology have a more positive attitude toward it. Additionally, those students who have a more positive attitude toward Interactive Technology are more satisfied with its use. There is not, however, a significant relationship between students feeling more prepared for the course due to the use of Interactive Technology and their attitude toward it.

Business Students’ Perceptions, Attitudes, and Satisfaction With Interactive Technology: An Exploratory Study

Student Perceptions of Flipped Learning in a High School Math Classroom by Daniel A. Strohmyer MA, Walden University, 2008 BS, University of Nebraska, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Specialization: Learning, Instruction, and Innovation

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Student Perceptions of Flipped Learning in a High School Math Classroom

Purpose To assess radiography faculty perceptions of the effectiveness of online courses. Methods An original survey instrument was created by selecting items from 3 instruments used in prior research and adding unique questions designed to elicit demographic data from faculty. The sample included a national dataset of radiography faculty members employed in Joint Review Committee on Education in Radiologic Technology-accredited programs in the United States. Results Findings showed that faculty perceptions of online course effectiveness are not affected significantly by faculty position, type of institution, faculty age, or years of teaching experience. Positive perceptions of the effectiveness of online courses moderately increased with years of teaching online courses, number of online courses taught in the past 5 years, and perceived competence with the use of technology. Faculty satisfaction with interaction in online courses moderately increased as the years of teaching online courses increased. However, the number of years of teaching online courses was not related to faculty satisfaction with teaching online courses or faculty satisfaction with institutional support. Online technology acceptance had a moderately positive relationship with perceived ease of use and a strong positive relationship with perceived usefulness of online technology. In addition, the use of technology-enhanced learning methods had a strong positive relationship with technological self-efficacy. Conclusion Radiography faculty perceptions of the effectiveness of online courses improved with experience in teaching online courses and competence with use of technology. Perceived ease of use and perceived usefulness of online technology were related directly to online technology acceptance. Furthermore, faculty members with technological self-efficacy were more likely to use technology-enhanced learning methods in the online environment.

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Radiography Faculty Engaged in Online Education: Perceptions of Effectiveness, Satisfaction, and Technological Self-efficacy.

This research study is an attempt to measure Impact of Information Communication Technology (ICT) on Organizational Productivity (Efficiency and Effectiveness); which leads to Organization Performance (∆Cost, ∆Time, and ∆Quality) using IRA Model. Study also explores barriers in ICT Adoption and impact of IT Literate Human Capital on Organizational Productivity. Sample for this research study has chosen from Higher Educational Sector (HES) of the Pakistan. These institutions are located at various geographic locations of Pakistan. Result shows significant relation of ICT adoption on the effectiveness, nonetheless ICT adoption is insignificant on efficiency; however the relationship between the two is positive. Research suggest that ICT adoption needs to be implemented with the intent of maximizing organizational outcome, in a manner that ICT fundamentally improves the Organizational Productivity of the firm, which, in turn will improve Organizational Performance.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2213112_code1372255.pdf?abstractid=2213112&mirid=5&type=2

Role of Information and Communicational Technologies in Perceived Organizational Performance: An Empirical Evidence from Higher Education Sector of Pakistan

The purpose of this research was to investigate if computer use increases active engagement in the learning process, as perceived by students. Two aspects of learning were examined: active engagement of students in the learning process, and student interaction with fellow students and/or instructors. In a survey of 640 community college students in the United States, 75 % either agreed or strongly agreed that use of IT helped them to be more actively engaged in learning, whilst 72 % agreed or strongly agreed that computers made it easier for them to understand materials that they did not understand initially. Tests of significance showed that use of computers helped students in being more actively engaged in learning, and that the use of computers increased student interactions with fellow students and/or instructors. The implications of the results for effective teaching practice are discussed in the paper. Introduction Information technology affects every corner of college campuses, from instruction to student services and from business processes to staff development. Availability of personal computers in the 1980s and the Internet resources in the 1990s has brought tremendous transformation on how students learn in traditional learning environment. Information technology (IT) tools are being increasingly used in educational institutions to facilitate student learning. Institutions are spending financial resources to update IT infrastructure on an annual basis. While the use of computers prepares future college graduates with the essential skills needed for employment, it is also important to find out if such uses affect positively student learning in classrooms and courses. Though there are differences of opinion as to whether IT has any positive impact on learning, it is true that computer usage continues to increase in educational institutions. Most people believe that computer tools play a positive role in learning at all levels of education. The objective of this research is to determine, from students' perspectives, if computers help student learning. Background Researchers have been divided in their opinions on whether IT affects positively student learning. Studies conducted over the years have come up with different results. More recent studies (between 2000 and 2005) have concluded that significant differences exist in student learning due to IT while earlier research came up with a different conclusion. It is easy to understand the reasons for these differences in conclusions. Students started using Personal Computers (PCs) in early 1980s and the Internet in the early 1990s. Over the years, use of IT tools became more and more widespread and students started becoming more and more comfortable using such technologies. Additionally, instructors began to incorporate computers in their courses and require students to use computers in completing their assignments. The argument on the use of technology vis-a-vis student learning is ongoing. Mellon (1996) concluded that the great pendulum of education was focused on technology. Clark (1994) and Garcia (2000) questioned the findings of research that demonstrated the relationship between technology and learning effectiveness. Anglin and Morrison (2000), Diaz (2000), Joy and Garcia (2000) and Saba (2000) believed that the quantitative methods were not used correctly in determining the effectiveness of learning in relation to learning media. Clark (1994) concluded that the media could never influence learning, specifically student learning. Joy and Garcia (2000) came to the conclusion that much of the literature found no significant difference in student learning between technologybased and conventional delivery media. Other researchers believe that use of computer technologies has positive implications for student learning. Leach (2005) studied the increasing use of information technology in students' learning experiences, on campus and on-line, including e-mail, web pages, chat rooms, presentation software, wireless networks, computer simulations, virtual reality, laptops in classrooms, hybrid classes and e-books. …

Tahir Aziz

Papers

Effects of Information Technology Usage on Student Learning: An Empirical Study in the United States