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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/142

Title: Factors That Influence Attitudes To, and Engagement With, E-Textbooks Assigned as Required Course Readings Among Mid-Career Learners in Online Graduate Studies.
Authors: Desson, Kenneth Montrose
Supervisor(s): Fahy, Patrick (Centre for Distance Education, Athabasca University)
Examining Committee: Fahy, Patrick (Centre for Distance Education, Athabasca University)
Blodgett-Griffin, Cynthia (Centre for Distance Education, Athabasca University)
Ives, Cindy, (Vice President Academic, interim)
Fraser, Shawn (Centre for Nursing & Health Studies, Faculty of Health Disciplines, Athabasca University)
Degree: M.Ed.(DE)
Department: Centre for Distance Education
Keywords: E-textbooks
Mid-career learners
Attitudes to e-textbooks
Issue Date: 22-Apr-2015
Abstract: E-textbook reception and use by mid-career learners enrolled in online graduate courses has received scant research attention. Using a sequential, exploratory, mix-methods approach, this study used demographic and attitude surveys (N=25) followed by 23 telephone interviews to examine how a variety of factors affect attitudes and engagement strategies. Respondents were found to be: computer savvy, but much more inclined to choose printed textbooks over e-textbooks; negative about most of the supposed affordances of e-textbooks; convinced that they learn less from e-textbooks than from printed textbooks; and dissatisfied with the support they received from instructors and the university. Pre-existing attitudes to e-texts were a good predictor of attitudes to course e-textbooks. Women were found to be statistically significantly more likely to hold negative attitudes towards e-textbooks than men. The study concludes that many of the factors contributing to negative attitudes to e-textbooks can be overcome by means of specific corrective actions.
Graduation Date: Jun-2015
URI: http://hdl.handle.net/10791/142
Appears in Collections:Theses & Dissertations

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