The digital book: a tool to help university students succeed?

KARIM BOUMAZGUIDA, GAËTAN TEMPERMAN, BRUNO DE LIEVRE

Abstract

In this paper, we evaluate the effects of two modalities of use of digital books by university students: discovery of the digital book before the course vs. discovery of it after the course. During the experiment, we recorded the traces of the students’ activity in the digital book. Our study revolves around 4 research questions (Q1, Q2, Q3 & Q4). If students make significant progress during the pedagogical sequence (Q1), it highlights that moment of use e-book does not have an effect on the students’ performances (Q2). However, some student behaviours in the eBook vary depending on when the eBook is used (Q3). A regression analysis between these behaviours (process) and learning gains (performance) shows that consulting additional info/glossary, expansion slideshows and verification of responses would be success factors (Q4).

Keywords

E-book, communication, experimental design, help for success, university

Full Text:

PDF

References

Bates, A. W. (2019). Teaching in a digital age. Vancouver, B.C: Tony Bates Associates Ltd.

Bélisle, C. (2004). La lecture numérique : réalités, enjeux et perspectives. Villeurbanne: Presses de l’Énssib.

Bélisle, C. (2011). Lire dans un monde numérique. Lyon: Presses de l'Enssib.

Bishop, J., & Verleger, M. (2013). The Flipped Classroom: A survey of the research. Paper presented at 120th American Society of Engineering Education Annual Conference & Exposition, 23-26. Atlanta. Retrieved from https://peer.asee.org/the-flipped-classroom-a-survey-of-the-research.

Bloom, B. (1956). Taxonomy of Educational Objectives (Vol. 1). New York: McKay.

Bojuwoye, O., Moletsane, M., Stofile, S., Moolla, N., & Sylvester, F. (2014). Learners’ experiences of learning support in selected Western Cape schools. South African Journal of Education, 34(1), 1-15.

Bouffard, T., Pansu, P., & Boissicat, N. (2013). Quand se juger meilleur ou moins bon qu’il n’est s’avère profitable ou nuisible à l’élève. Revue Française de Pédagogie, 182, 117-140.

Boumazguida, K. (2020). Effets sur l’apprentissage d’un dispositif d’enseignement et de formation en ligne intégrant des ressources pédagogiques diversifiées. PhD Thesis, University of Mons, Belgium.

Boumazguida, K., Temperman, G., & De Lièvre, B. (2018). Questionner les traces d’activités en ligne pour mieux comprendre l’expérience d’apprentissage des étudiants. Revue Internationale de Pédagogie de l’Enseignement Supérieur, 34(3), 1-22.

Coiro, J. (2020). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 56(1), 9-31.

Cormier, C., Awad, E., Brouillette, Y., & Turcotte, V. (2017). Planifier, réaliser et diffuser des vidéos éducatives : Lignes directrices et astuces pour les enseignants. Retrieved from http://www.profweb.ca/publications/dossiers/planifier-realiser-et-diffuser-des-videos-educatives-lignes-directrices-et-astuces-pour-les-enseignants#section-2.

Cosnefroy, L. (2011). L’apprentissage autorégulé. Entre cognition et motivation. Grenoble: Presses Universitaires de Grenoble.

Cuillier, C. & Dewland, J. (2014). Understanding the key factors for E-textbook integration into a business course: A case study. Journal of Business & Finance Librarianship, 19(1), 32-60.

D'Hainaut, L. (1975). Concepts et méthodes de la statistique (Vol. 1). Bruxelles: Éditions Labor.

Depover, C., Karsenti, T., & Komis, V. (2007). Enseigner avec les technologies: Favoriser les apprentissages, développer des compétences. Québec: Presses de l'Université du Québec.

Dimitracopoulou, A., & Bruillard, E. (2006). Enrichir les interfaces de forums par la visualisation d’analyses automatiques des interactions et du contenu. Sciences et Technologies de l'Information et de la Communication pour l’Éducation et la Formation, 13, 1-40.

Dobler, E. (2015). E-textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent & Adult Literacy, 58(6), 482-491.

Dujol, L. (2016). E-books en bibliothèque universitaire : Déployer un fonds de livres numériques. Retrieved from https://fr.slideshare.net/hulot/ebooks-en-bibliothque-universitaire-dployer-un-fonds-de-livres-numriques.

Dunlosky, J., Rawson, K., Marsh, E., Mitchell, N., & Willingham, D. (2013). Improving students’ learning with effective learning techniques: Promising directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Fiorella, L., & Mayer, R. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465-470.

Foucart, T. (2006). Colinéarité et régression linéaire. Mathematics and Social Sciences, 173, 5- 25.

Gharbi, Z. (2006). Analyse des pratiques de lecture sur livres électroniques chez les étudiants universitaires. PhD Thesis, University of Montreal, Canada.

Gillaizeau, F., & Grabar, S. (2011). Modèles de régression multiple. Sang Thrombose Vaisseaux, 23(7), 360-370.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Oxon: Routledge.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban University: An exploration of design principles. The Internet and Higher Education, 22, 37-50.

Khechine, H., Lakhal, S., & Pascot, D. (2009). Efficacité du podcasting en enseignement et apprentissage : Résultats empiriques pour un cours donné en formule mixte. Systèmes d'information & management, 14(1), 103-130.

Li, N., Kidzinski, L., Jermann, P., & Dillenbourg, P. (2015). MOOC video interaction patterns: What do they tell us? In G. Conole, T. Klobuèar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world (pp. 197-210). Switzerland: Springer International Publishing.

Louay Salam, P., Piau-Toffolon, C., & May, M. (2017). Accompagner/Encourager l’autonomie des apprenants via un livret numérique de Compétences en Réussite étudiante (LiCoRé). In Actes de 8ème Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (pp. 257-268). Strasbourg.

Lucke, T. (2014). Using learning analytics to evaluate the effectiveness of the flipped classroom approach. In A. Bainbridge-Smith, T. Qi Ziming & G. Sen Gupta (Eds.), Proceedings of the Conference Australasian Association for Engineering Education Conference (pp. 1-9). Wellington. Retrieved from https://aaee.net.au/wp-content/ uploads/2018/10/AAEE2014-Lucke-Learning_analytics_for_flipped_classroom.pdf.

Marton, F., & Säljö, R. (1976). On qualitative differences in learning. Outcome and process. British Journal of Educational Psychology, 46, 4-11.

Mason, L. (2018). Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations. Learning and Instruction, 57, 76-81.

Mayer, R. (2009). Multimedia Learning. Cambridge: Cambridge University Press.

Muir, L., & Hawes, G. (2013). The case for e-book literacy: Undergraduate students’ experience with e-books for course work. The Journal of Academic Librarianship, 39(3), 260-274.

Mutalib Embong, A., Noor, A., Hashim, H., Mahari Ali, R., & Shaari, Z. (2012). E-Books as textbooks in the classroom in Procedia. Social and Behavioral Sciences, 47, 1802-1809.

Paivandi, S., & Espinosa, G. (2013). Les TIC et la relation entre enseignants et étudiants à l’université. Distances et Médiations des Savoirs, 4. https://doi.org/10.4000/dms.425.

Papadapoulos, C., & Roman, S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. In Proceedings of the 40th ASEE/IEEE Frontiers in Education Conference, (pp. 15.679.1-15.679.27). Washington, DC: American Society for Engineering Statistics.

Parong, J., & Mayer, R. (2020). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning 37(1), 226-241.

Rafferty, A., LaMar, M., & Griffiths, T. (2015). Inferring learners’ knowledge from their actions. Cognitive Science, 39, 584-618.

Robal, T., & Zhao, Y., Lofi, C., & Hauff, C. (2018). IntelliEye: Enhancing MOOC learners’ video watching experience through real-time attention tracking. In Proceedings of 29th ACM Conference on Hypertext & Social Media (pp. 106-114). Baltimore: ACM. https://doi.org/10.1145/3209542.3209547.

Roussel, C., Lemieux, M., Landry, N., & Samson, G. (2017). L’utilisation du manuel numérique en contexte postsecondaire : avantages et inconvénients. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, 24(3), 9-35.

Rowlands, I., Nicholas, D., Jamali, H. R., & Huntington, P. (2007). What do faculty and students really think about e-books? Proceedings of Aslib, 59(6), 489-511.

Saemmer, A. (2007). ‪Matières textuelles sur support numérique. Saint-Etienne, France: Presses Universitaire de Saint-Etienne. ‬‬‬‬‬‬‬‬‬‬‬‬‬‬‬

Stirling, A., & Birt, J. (2013). An enriched multimedia eBook application to facilitate learning of anatomy. Anatomical Sciences Education, 7, 19-27.

Taous, T. (2020). Forums littéraires en milieu scolaire : analyse de commentaires numériques et de leur influence sur les écrits d’élèves dans le cadre d’une fanfiction. Revue de Recherches en Littératie Médiatique Multimodale, 12, 1-34.

Temperman, G. (2013). Visualisation du processus collaboratif et assignation de rôles de régulation dans un environnement d’apprentissage à distance. PhD Thesis, University of Mons, Belgium.

Temperman, G., & De Lièvre, B. (2009). Développement et usage intégré des podcasts pour l'apprentissage. Distances et Savoirs, 7(2), 179-190.

Temperman, G., Walgraeve, S., De Lièvre, B., & Boumazguida, K. (2017). Développer des compétences de conceptualisation et d’analyse avec un forum de discussion et un etherpad. Sciences et Technologies de l'Information et de la Communication pour l’Education et la Formation, 24(1), 151-179.

Thobois Jacob, L. (2018). Les classes inversées en premier cycle universitaire : De la motivation initiale à l’autorégulation de l’apprentissage. PhD Thesis, University of Strasbourg, France.

Vandendorpe, C. (2011). Some considerations about the future of reading. Le Champ Numérique, 2(2). http://doi.org/10.16995/dscn.79.

Walton, E. (2013). Why undergraduate students choose to use e-books. Journal of Librarianship and Information Science, 6(4), 263-270.


DOI: https://doi.org/10.26220/rev.3555

View Counter: Abstract | 436 | times, and PDF | 224 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras