Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness
The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collect...
Gespeichert in:
| Veröffentlicht in: | Journal of education for business 2018-10, Vol.93 (7), p.323-331 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 331 |
|---|---|
| container_issue | 7 |
| container_start_page | 323 |
| container_title | Journal of education for business |
| container_volume | 93 |
| creator | Sun, Qin Norman, Thomas J. Abdourazakou, Yann |
| description | The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three semesters. Multiple regression analysis results show that LearnSmart improves students' perceived competency and their satisfaction with LearnSmart, thus increasing their perceived value of using LearnSmart. In addition, perceived value of LearnSmart varies across different course delivery formats and devices, while perceived challenge has no influence on perceived value. Pedagogical implications and future research directions are discussed. |
| doi_str_mv | 10.1080/08832323.2018.1493422 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1191812</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1191812</ericid><sourcerecordid>2544347903</sourcerecordid><originalsourceid>FETCH-LOGICAL-c360t-77b8a579f71e1b06be1646c13378dacaf10acda5adc81f47b033a7a37808ecf33</originalsourceid><addsrcrecordid>eNp9kE9P3DAQxS3USt3SfgQkSz1nseMkdnoCIcofIdEDnK2JPUaGrL3YDpRv34QFjmgOI837vXnSI-SAszVnih0ypUQ9z7pmXK1504umrvfIivcNq4Rouy9ktTDVAn0j33O-Z4y1jMsVmf5iMuif0NInGCek0VEfCiYwZb5S6-98gZEW_FeGGB8oBEvBwvZVHRFS8OHuN73YbEdvoPgYMo2B5jJZDOWDoOgcvr4MmPMP8tXBmPHn294nt39Ob07Oq6vrs4uT46vKiI6VSspBQSt7JznygXUD8q7pDBdCKgsGHGdgLLRgjeKukQMTAiTMKlNonBD75Nfu7zbFxwlz0fdxSmGO1HXbNKKRPVuodkeZFHNO6PQ2-Q2kF82ZXhrW7w3rpWH91vDsO9j5MHnz4Tm95Lznii_60U73wcW0geeYRqsLvIwxuQTB-KzF5xH_ARM7jk8</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2544347903</pqid></control><display><type>article</type><title>Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness</title><source>Education Source</source><source>Business Source Complete</source><creator>Sun, Qin ; Norman, Thomas J. ; Abdourazakou, Yann</creator><creatorcontrib>Sun, Qin ; Norman, Thomas J. ; Abdourazakou, Yann</creatorcontrib><description>The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three semesters. Multiple regression analysis results show that LearnSmart improves students' perceived competency and their satisfaction with LearnSmart, thus increasing their perceived value of using LearnSmart. In addition, perceived value of LearnSmart varies across different course delivery formats and devices, while perceived challenge has no influence on perceived value. Pedagogical implications and future research directions are discussed.</description><identifier>ISSN: 0883-2323</identifier><identifier>EISSN: 1940-3356</identifier><identifier>DOI: 10.1080/08832323.2018.1493422</identifier><language>eng</language><publisher>Washington: Routledge</publisher><subject>Adaptive learning ; Business Administration Education ; College Students ; course accessing devices ; course delivery format ; E-books ; Educational objectives ; Electronic Publishing ; Instructional Effectiveness ; Instructional Material Evaluation ; interactive digital textbook ; Interactive learning ; Learning Processes ; perceived competence ; perceived value ; Regression analysis ; Student Attitudes ; Teaching Methods ; Textbooks ; University students</subject><ispartof>Journal of education for business, 2018-10, Vol.93 (7), p.323-331</ispartof><rights>2018 Taylor & Francis Group, LLC 2018</rights><rights>2018 Taylor & Francis Group, LLC</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-77b8a579f71e1b06be1646c13378dacaf10acda5adc81f47b033a7a37808ecf33</citedby><cites>FETCH-LOGICAL-c360t-77b8a579f71e1b06be1646c13378dacaf10acda5adc81f47b033a7a37808ecf33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1191812$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Sun, Qin</creatorcontrib><creatorcontrib>Norman, Thomas J.</creatorcontrib><creatorcontrib>Abdourazakou, Yann</creatorcontrib><title>Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness</title><title>Journal of education for business</title><description>The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three semesters. Multiple regression analysis results show that LearnSmart improves students' perceived competency and their satisfaction with LearnSmart, thus increasing their perceived value of using LearnSmart. In addition, perceived value of LearnSmart varies across different course delivery formats and devices, while perceived challenge has no influence on perceived value. Pedagogical implications and future research directions are discussed.</description><subject>Adaptive learning</subject><subject>Business Administration Education</subject><subject>College Students</subject><subject>course accessing devices</subject><subject>course delivery format</subject><subject>E-books</subject><subject>Educational objectives</subject><subject>Electronic Publishing</subject><subject>Instructional Effectiveness</subject><subject>Instructional Material Evaluation</subject><subject>interactive digital textbook</subject><subject>Interactive learning</subject><subject>Learning Processes</subject><subject>perceived competence</subject><subject>perceived value</subject><subject>Regression analysis</subject><subject>Student Attitudes</subject><subject>Teaching Methods</subject><subject>Textbooks</subject><subject>University students</subject><issn>0883-2323</issn><issn>1940-3356</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNp9kE9P3DAQxS3USt3SfgQkSz1nseMkdnoCIcofIdEDnK2JPUaGrL3YDpRv34QFjmgOI837vXnSI-SAszVnih0ypUQ9z7pmXK1504umrvfIivcNq4Rouy9ktTDVAn0j33O-Z4y1jMsVmf5iMuif0NInGCek0VEfCiYwZb5S6-98gZEW_FeGGB8oBEvBwvZVHRFS8OHuN73YbEdvoPgYMo2B5jJZDOWDoOgcvr4MmPMP8tXBmPHn294nt39Ob07Oq6vrs4uT46vKiI6VSspBQSt7JznygXUD8q7pDBdCKgsGHGdgLLRgjeKukQMTAiTMKlNonBD75Nfu7zbFxwlz0fdxSmGO1HXbNKKRPVuodkeZFHNO6PQ2-Q2kF82ZXhrW7w3rpWH91vDsO9j5MHnz4Tm95Lznii_60U73wcW0geeYRqsLvIwxuQTB-KzF5xH_ARM7jk8</recordid><startdate>20181003</startdate><enddate>20181003</enddate><creator>Sun, Qin</creator><creator>Norman, Thomas J.</creator><creator>Abdourazakou, Yann</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20181003</creationdate><title>Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness</title><author>Sun, Qin ; Norman, Thomas J. ; Abdourazakou, Yann</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-77b8a579f71e1b06be1646c13378dacaf10acda5adc81f47b033a7a37808ecf33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adaptive learning</topic><topic>Business Administration Education</topic><topic>College Students</topic><topic>course accessing devices</topic><topic>course delivery format</topic><topic>E-books</topic><topic>Educational objectives</topic><topic>Electronic Publishing</topic><topic>Instructional Effectiveness</topic><topic>Instructional Material Evaluation</topic><topic>interactive digital textbook</topic><topic>Interactive learning</topic><topic>Learning Processes</topic><topic>perceived competence</topic><topic>perceived value</topic><topic>Regression analysis</topic><topic>Student Attitudes</topic><topic>Teaching Methods</topic><topic>Textbooks</topic><topic>University students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sun, Qin</creatorcontrib><creatorcontrib>Norman, Thomas J.</creatorcontrib><creatorcontrib>Abdourazakou, Yann</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of education for business</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sun, Qin</au><au>Norman, Thomas J.</au><au>Abdourazakou, Yann</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1191812</ericid><atitle>Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness</atitle><jtitle>Journal of education for business</jtitle><date>2018-10-03</date><risdate>2018</risdate><volume>93</volume><issue>7</issue><spage>323</spage><epage>331</epage><pages>323-331</pages><issn>0883-2323</issn><eissn>1940-3356</eissn><abstract>The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three semesters. Multiple regression analysis results show that LearnSmart improves students' perceived competency and their satisfaction with LearnSmart, thus increasing their perceived value of using LearnSmart. In addition, perceived value of LearnSmart varies across different course delivery formats and devices, while perceived challenge has no influence on perceived value. Pedagogical implications and future research directions are discussed.</abstract><cop>Washington</cop><pub>Routledge</pub><doi>10.1080/08832323.2018.1493422</doi><tpages>9</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0883-2323 |
| ispartof | Journal of education for business, 2018-10, Vol.93 (7), p.323-331 |
| issn | 0883-2323 1940-3356 |
| language | eng |
| recordid | cdi_eric_primary_EJ1191812 |
| source | Education Source; Business Source Complete |
| subjects | Adaptive learning Business Administration Education College Students course accessing devices course delivery format E-books Educational objectives Electronic Publishing Instructional Effectiveness Instructional Material Evaluation interactive digital textbook Interactive learning Learning Processes perceived competence perceived value Regression analysis Student Attitudes Teaching Methods Textbooks University students |
| title | Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-09T05%3A41%3A53IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Perceived%20value%20of%20interactive%20digital%20textbook%20and%20adaptive%20learning:%20Implications%20on%20student%20learning%20effectiveness&rft.jtitle=Journal%20of%20education%20for%20business&rft.au=Sun,%20Qin&rft.date=2018-10-03&rft.volume=93&rft.issue=7&rft.spage=323&rft.epage=331&rft.pages=323-331&rft.issn=0883-2323&rft.eissn=1940-3356&rft_id=info:doi/10.1080/08832323.2018.1493422&rft_dat=%3Cproquest_eric_%3E2544347903%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2544347903&rft_id=info:pmid/&rft_ericid=EJ1191812&rfr_iscdi=true |