why undergraduate students choose to use e-books
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Why Undergraduate Students Choose to Use E-books. Edward W. Walton Brick & Click Academic Library Symposium November 1, 2013. Background. My Interest Research began more than 15 years ago Wondered would e-books supplant printed books 1990s and Early 2000s E-books existed - PowerPoint PPT PresentationTRANSCRIPT
Why Undergraduate Students
Choose to Use E-books
Edward W. WaltonBrick & Click Academic Library Symposium
November 1, 2013
My Interest◦ Research began more than 15 years ago◦ Wondered would e-books supplant printed books
1990s and Early 2000s◦ E-books existed◦ Few Adopters (Innovator Stage)
Late 2000s (2007)◦ Kindle sparked growth of e-book use in trade market
Expectation◦ Students will embrace e-books (Unrealized)◦ E-books will make inroads into academia
Background
Conundrum◦ The e-book is a conundrum. It is loved. It is hated.
Sometimes, the lover and the hater is the same person.
Book -- Romanticized Technology◦ The e-book is an innovation that is purported to
replace the printed book, a beloved and romanticized technology.
◦ To successfully replace the printed book, the e-book must overcome significant cultural barriers to become a mainstream technology.
Background
Diffusion of Innovations Theory(Rodgers, 2003)◦ Getting an innovation through the adoption
process is extremely difficult when the current practice is entrenched within the culture.
◦ To be adopted, an innovation must possess a compelling advantage over the technology that it proposes to supersede or there must besufficient external motivation to compel adoption over the perceived advantage of the current practice.
Background
Broad Questions:
1. Does the e-book provide a compelling advantage that will entice students to embrace the innovation?
2. Are there compelling external motivations influencing students’ decision to adopt the use of e-books?
Background
Six Major Areas of Research1. Impact of E-books on Academic Libraries2. Desired Features and Technical Issues3. Impact of E-books on Student Learning4. Use Rates in Academic Libraries5. Purpose Students Use E-books6. Students Preference for Books vs. E-books
Literature Review
1. Impact of E-books on Academic Libraries◦ Academic Quality◦ Accessibility◦ Acquisitions◦ Competition◦ Currency◦ Efficiency◦ Reserves
Literature Review
2. Desired Features and Technical Issues◦ Access to Multiple E-books◦ Appearance◦ Awareness◦ Bookmarking◦ Desirable Features◦ Disparate Systems◦ Navigation◦ Portability◦ Searchability◦ Reading on Screen◦ Technology Issues
Literature Review
3. Impact of E-books on Student Learning◦ Use as a Textbook◦ Learning Outcomes
4. Use Rates in Academic Libraries◦ E-books Used◦ Patterns of Use
Literature Review
5. Purpose Students Use E-books◦ Complete Course Assignments◦ Convenience
6. Reading Preference◦ Prefer Printed Books◦ Limited Reading◦ Use for Research
Literature Review
Investigate whether eight factors are related to e-book adoption (use) by undergraduate students at SBU◦ Leisure Reading◦ Textbook Use◦ Conducting Research◦ Assigned Reading◦ Read in a Classroom◦ Availability of E-book & Printed Book Impact on Use ◦ Using an E-book Because of Forced Adoption◦ Using an E-book Because of Convenience
Purpose of Study
Southwest Baptist University◦ Liberal Arts Institution w/Professional Degrees
6 Associates, 45 Bachelors, 4 Masters, 1 Specialist, 2 Doctoral
◦ Traditional, Non-traditional and Online Programs Research Focus
◦ Traditional Undergraduate Students (1,405) E-book Collection
◦ 2002 – First Collection (19,768)◦ Additional Collections & Individual Titles Acquired◦ Survey Date – 95,415 (33.2% of Titles Available)
Institutional Background
Instrumentation◦ Survey -- 15 Questions
Convenience Sample◦ Participants Selected During Chapel Service◦ Study Conducted in Spring 2012
263 Participants (18.7% of Population)◦ Freshman – 87 (33.1%)◦ Sophomore – 78 (29.7%)◦ Junior – 70 (26.6%)◦ Senior – 28 (10.6%)
Participants
Chi Square Analyses (X 2)◦ RQ1 & 2: Two-Way X 2
◦ RQ3 & 4: One-Way X 2
If X 2 Value Exceeds X 2cv (Critical Value)
◦ Correlation Found Between Factors◦ Run Standardize Residual Test◦ Residual >= | 2 | -- Identifies Cells w/Correlation
Data Analysis
Question (RQ1):How often is students’ use of e-books related to (a) reading for leisure; (b) reading a textbook; (c) using to conduct research for a class assignment; (d) reading an assigned reading for a class; or (e) reading an assigned reading in class?
Null-Hypothesis (RQ1)There is no difference in the frequency of students’ use of e-books for leisure reading, textbook use, conducting research, assigned reading, and in-class reading.
Question 1 (Compelling Advantage)
Pearson’s Two-Way Chi Square◦ df = 16 (Degrees of Freedom)◦ X 2
cv = 7.96◦ X 2
= 143.54 (Exceeds X 2cv)
◦ Asymp. Sig. = .00 (<.05)◦ Correlation Found to Exist Between Purpose and
Frequency of Use◦ Run Standardize Residual Test
RQ1 Stats
Frequency
Never Rarely Occasionally Usually Always
Purpose
Leisure
Reading
Count
Expected
Residual
135.0
165.7
-2.4
56.0
37.1
3.1
40.0
38.3
.3
22.0
16.9
1.3
10.0
5.0
2.2
Textbook
Count
Expected
Residual
178.0
165.1
1.0
36.0
37.0
-.2
35.0
38.2
-.5
11.0
16.8
-1.4
2.0
5.0
-1.3
Research
Count
Expected
Residual
124.0
165.1
-3.2
37.0
37.0
.0
59.0
38.2
3.4
31.0
16.8
3.5
11.0
5.0
2.7
Course
Reading
Count
Expected
Residual
159.0
165.7
-.5
41.0
37.1
.6
46.0
38.3
1.2
15.0
16.9
-.5
2.0
5.0
-1.3
In-Class
Reading
Count
Expected
Residual
230.0
164.4
5.1
15.0
36.8
-3.6
11.0
38.0
-4.4
5.0
16.7
-2.9
.0
5.0
-2.2
RQ1 Standardized Residual Test
RQ1 Findings: Leisure Reading Negative Relationship
◦Never Used Category (-2.4) Positive Relationship
◦Rarely Used Category (+3.1)◦Always Used Category (+2.2)
Some students Rarely use and some students Always use e-books for leisure reading
RQ1 Findings: Conducting Research Negative Relationship
◦Never Used Category (-3.2) Positive Relationship
◦Rarely Used Category (+3.4)◦Occasionally Use Category (+3.5)◦Always Used Category (+2.7)
Some students Rarely, some students Occasionally and some students Always use e-books to conduct research
RQ1 Findings: In-Class Reading Negative Relationship
◦Rarely Used Category (-3.6)◦Occasionally Used Category (-4.4)◦Usually Used Category (-2.9)◦Always Used Category (-2.2)
Positive Relationship◦Never Used Category (+5.1)
Most students Never use e-books to read aloud in class
RQ1 Findings:Textbook Use & Assigned Reading All Categories Unrelated to Students Use
of E-books Students use of e-books is Unrelated to
textbook use and reading assigned readings outside of class
RQ1 Summary Students Use of E-books Related to
◦ Leisure Reading◦ Conducting Research
Students Non-Use of E-books Related to◦ Reading Aloud In-Class
Students Use of E-books Unrelated to◦ Textbook Use◦ Reading Assigned Readings Outside of Class
Question (RQ2):How often is students’ use of the printed book and e-book related to which format is accessible?
Null-Hypothesis (RQ2):There is no difference in the frequency of students’ use of e-books and printed books when both the printed book and the e-book are available.
Question 2 (Compelling Advantage)
Pearson’s Two-Way Chi Square◦ df = 4◦ X 2
cv = .711◦ X 2 = 233.25◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between the available
format and students’ choice to use printed books or e-books.
RQ2 Stats
Frequency
Never Rarely Occasionally Usually Always
Format
Printed
Book
Count
Expecte
d
Residual
18.0
77.7
-6.8
20.0
38.9
3.0
36.0
36.9
-.1
75.0
46.9
4.1
122.0
60.6
6.6
E-book
Count
Expecte
d
Residual
136.0
76.3
6.8
57.0
38.1
3.1
37.0
36.1
.1
18.0
46.1
-4.1
8.0
59.4
-6.7
RQ2 Standardized Residual Test
RQ2 FindingsPrinted Books
Negative Relationship◦ Never Used (-6.8)
Positive Relationship◦ Rarely Used (3.0)◦ Usually Used (4.1)◦ Always Used (6.6)
E-books Negative Relationship
◦ Usually Used (-4.1)◦ Always Used (-6.7)
Positive Relationship◦ Never Used (6.8)◦ Rarely Used (3.1)
RQ2 Summary When both the printed book and the e-book
were available, some students Rarely, some students Usually and some students Always chose to use the Printed Book
Students’ prefer to use the printed book If the printed book is available, the e-book is
not used
Question (RQ3):How often is forced adoption related to students’ choice to use an e-book?
Null-Hypothesis (RQ3):There is no difference in the students’ frequency of using e-books when the printed book was not available.
Question 3 (External Motivation)
Pearson’s One-Way Chi Square◦ df = 4◦ X 2
cv = .711◦ X 2 = 106.15◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between forced adoption and
the frequency of students’ use of e-books.
RQ3 Stats
Frequency
Never Rarely Occasionally Usually Always
E-book Use
Count
Expected
Residual
15.0
52.2
-37.2
23.0
52.2
-29.2
53.0
52.2
-.8
61.0
52.2
8.8
109.0
52.2
56.8
RQ3 Standardized Residual Test
RQ3 Findings E-book Only Available Format
◦ Negative Relationship Never Used Category (-37.2) Rarely Used Category (-29.2)
◦ Positive Relationship Usually Used Category (8.8) Always Used Category (56.8)
RQ3 Summary
When the e-book was the only format available, some students Usually and some students Always used the e-book
If the e-book format is the only format available, students used the e-book(Forced Adoption)
Question (RQ4):How often is convenience related to students’ choice to use e-books?
Null Hypotheses (RQ4):There is no difference in the frequency of students’ use of e-books due to convenience.
Question 4 (Compelling Advantage)
Pearson’s One-Way Chi Square◦ df = 4◦ X 2
cv = .711◦ X 2 = 62.80◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between convenience and
the frequency of students’ use of e-books.
RQ4 Stats
Frequency
Never Rarely Occasionally Usually Always
Convenience
Count
Expected
Residual
22.0
52.6
-30.6
44.0
52.6
-8.6
46.0
52.6
-6.6
51.0
52.6
-1.6
100.0
52.6
47.4
RQ4 Standardized Residual Test
RQ4 Findings E-book Use Due to Convenience
◦ Negative Relationship Never Used Category (-30.6) Rarely Used Category (-8.6) Occasionally Used Category (-6.6)
◦ Positive Relationship Always Used Category (47.4)
RQ4 Summary
When use of the e-book was convenient many students Always used the e-book
Students use e-books when it is convenient
Factors Affecting Students’ Use of E-books◦ Use
Leisure Reading Conducting Research Forced Adoption Convenience
◦ Not Use In-Class Reading Printed Book is Availability
◦ Unrelated to Use E-Textbook Assigned Reading (Outside of Class)
Findings Summary
Compelling Advantage?◦ Leisure Reading◦ Conducting Research◦ Convenience
External Motivation?◦ Forced Adoption
(Only E-book Available) Adoption Inhibitor?
◦ Availability of Printed Book◦ Increased Difficulty Learning with E-textbooks
(Perception) ◦ Not Reading Aloud in Classroom
Conclusions
“If you build it, they will come” Prefer Print
◦ Not Opposed to Electronic Forced Adoption
◦ “Do you have this in a book” Convenience
◦ Getting to the Library◦ Late Night Writing◦ Find a Resource
Discussion
Recognition:◦ Digital Library w/Analogy Collections (Rather than)◦ Analogy Library w/Digital Collections
E-book Collection (Today)◦ 226,000 E-books vs. 192,000 Printed Books◦ 334,000 E-journals vs. 100 Print Journals
E-books following Periodical Pathway◦ Begin w/Fits and Starts◦ Surpass all the Hurdles◦ Majority Adoption
Discussion
Questions
Summary
Dr. Edward WaltonDean, University LibrariesAssociate Professor of Library ServicesSouthwest Baptist University1600 University AveBolivar, Mo. 65613E-mail: [email protected]: 417-328-1619
Contact Information