Digital textbook

A digital textbook is a digital book or e-book intended to serve as the text for a class. Digital textbooks
may also be known as e-textbooks or e-texts. Digital textbooks are a major component of technology-
based education reform. They may serve as the texts for a traditional face-to-face class, an online course or
degree, or massive open online courses (MOOCs). As with physical textbooks, digital textbooks can be
either rented for a term or purchased for lifetime access. While accessible, digital textbooks can be
downloaded, printed, or accessed online via a compatible device.[1] To access content online, users must
often use a 3rd party hosting provider or "digital bookshelf" through which digital textbooks can be served.

Contents
Implementation
Devices
Interactivity
Open vs. closed
Outcomes
See also
References

Implementation
There are many potential advantages to digital textbooks. They may offer lower costs, make it easier to
monitor student progress, and are easier and cheaper to update when needed. Open source e-textbooks may
offer the opportunity to create free, modifiable textbooks for basic subjects, or give individual teachers the
opportunity to create e-texts for their own classrooms.[2] They may offer better access to quality texts in the
developing world. For this reason, many schools and colleges around the world have made the
implementation of digital textbooks a central component of education policy. For example, in South Korea,
reading materials in all public schools will be digitized by 2015.[3] In the United States, the Federal
Communications Commission aims for every student to be able to access e-texts by 2017.[4]

However, the transition to e-textbooks is costly, complex and controversial. Students express a strong
preference for printed materials in many surveys and across cultures.[5][6] Many interconnected factors,
from device access, to digital literacy, to teaching methods affect the implementation of digital textbooks in
the classroom.[7] Issues of overall value, book quality, privacy, and intellectual property have yet to be
resolved. An early 2009 study by Cleantech Group LLC also found that the emissions used to create an
eBook were equivalent to 22.5 physical books, representing a significant improvement in environmental
sustainability.[8] As of 2021, the largest supplier of digital textbooks is VitalSource, with over 1 million
titles in its catalog.[9]

Devices
Because digital textbooks must be accessed through an electronic device, such as a laptop or e-reader,
schools and colleges must determine how to provide access to all students. Many school districts are now
offering "one-to-one" technology programs, in which a tablet or laptop is issued to each student. This
ensures that all of the devices meet the same requirements (such as memory or software) and that all the
devices can be networked, monitored and upgraded together. However, the one-to-one model also imposes
significant costs on school districts, and brings up issues of privacy and personal use.

An alternative to one-to-one is to ask students to use their own electronic devices in class. This is called
Bring Your Own Device (BYOD) or, sometimes, Bring Your Own Technology (BYOT). BYOD allows
students to choose their preferred device for studying. Compared to one-to-one, it decreases the technology
and maintenance costs for institutions. But not all students' devices may be compatible with the digital
textbooks required for a class, and the devices may not be able to network with each other. A BYOD
approach may also count out students who cannot afford a computer, e-reader or smartphone.

Interactivity
A major selling point of digital textbooks is that they offer the opportunity for students to access multimedia
content, such as embedded videos, interactive presentations and hyperlinks. Tests and other assessments
can be included in the textbook, classmates can work together, and student progress can be tracked.
Touchscreen technology offers students the chance to participate in projects, research or experiments. This
may offer a different or better learning experience than printed textbooks. Digitization also promises to offer
improved access to textbooks for students with disabilities.[10] For example, high-contrast displays, or text-
to-speech programs can help visually impaired students use the same textbooks their classmates use. The
creation of interactive and customizable content is an important part of digital textbook development.
Interactive digital content is costly to produce, however, and research on learning outcomes is still in the
preliminary stages.

Open vs. closed

The concepts of open access and open source support the idea of open textbooks, digital textbooks that are
free (gratis) and easy to distribute, modify and update (libre). Schools, teachers or professors may design
their own open textbooks by gathering open access scholarly articles or other open access resources into
one text or one curriculum. Open textbooks offer affordable access, especially to basic and common
information, and pose a challenge to traditional models of textbook publishing. Modifiable or community
edited textbooks may also be difficult to establish as credible or scholarly sources.

Other models for digital textbook publishing are more traditional. Textbook publishers may offer digital
textbooks or digital curriculums that are standardized across classrooms, easier to update, and compliant
with national standards, teaching methods or goals. This approach also offers pitfalls. License or renewal
fees for digital textbooks may impose unexpected costs for institutions. For example, in 2013, the LA
Unified School District announced that it would face an additional $60 million to license the curriculum for
its one-to-one iPad program.[11]

Outcomes
Though many governments and school districts are making large investments in digital textbooks, adoption
is slow. According to data from Bowker Market Research, in the spring semester of 2013, only 3% of
college students used a digital textbook as their primary course material.[12] In multiple studies, strong
majorities of college students, teens, and children continue to express a preference for printed books.[13][14]
Furthermore, there is conflicting information about how digital textbooks affect learning, cognition and
retention.[15] However, students are growing more exposed to digital textbooks, and early research suggests
that student performance is about the same whether students work from digital or printed texts.[16][17]

See also
E-book
Bookless library
Information commons
Information and communications technology
Gratis vs. libre

References
1. Reckelhoff, Benjamin (2021-02-18). "How eTextbooks Work" (https://www.ecampus.com/ete
xtbooks). ecampus.com. Archived (https://web.archive.org/web/20160629173925/http://www.
ecampus.com:80/etextbooks) from the original on 2016-06-29.
2. Creno, Cathryn (17 March 2014). "Online e-books replace heavy school textbooks" (http://w
ww.azcentral.com/story/news/local/mesa/2014/03/17/math-science-textbooks-mobile/65126
27/). AZ Central. Retrieved 17 March 2014.
3. Haq, Husna (6 July 2011). "In South Korea, all textbooks will be e-books by 2015" (http://ww
w.csmonitor.com/Books/chapter-and-verse/2011/0706/In-South-Korea-all-textbooks-will-be-
e-books-by-2015). Christian Science Monitor. Retrieved 17 March 2014.
4. Toppo, Greg (31 January 2012). "Obama wants schools to speed digital transition" (http://usa
today30.usatoday.com/news/education/story/2012-01-31/schools-e-textbooks/52907492/1).
USA Today. Retrieved 17 March 2014.
5. Grossman, Sara (17 July 2013). "Students prefer print for serious academic reading" (http://c
hronicle.com/blogs/wiredcampus/students-prefer-print-but-not-books-for-serious-academic-r
eading/44871). Christian Science Monitor. Retrieved 17 March 2014.
6. Howard, Jennifer (27 January 2013). "For many students, print is still king" (http://chronicle.c
om/article/For-Many-Students-Print-Is/136829/). Chronicle of Higher Education. Retrieved
17 March 2014.
7. Heussner, Ki Mae (22 October 2012). "In digital textbook transition, device availability is just
the beginning" (http://gigaom.com/2012/10/22/in-digital-textbook-transition-device-availabilit
y-is-just-the-beginning/). Gigaom. Retrieved 17 March 2014.
8. Ritch, Emma (2009). "The environmental impact of Amazon's Kindle" (https://silo.tips/downlo
ad/the-environmental-impact-of-amazon-s-kindle). Archived (https://web.archive.org/web/202
10221101653/https://silo.tips/download/the-environmental-impact-of-amazon-s-kindle) from
the original on 2021-02-21.
9. Reckelhoff, Benjamin (2021-03-05). "About VitalSource" (https://get.vitalsource.com/about-u
s). VitalSource. Archived (https://web.archive.org/web/20210227215839/https://get.vitalsourc
e.com/about-us) from the original on 2021-02-27.
10. Courduff, Susan (2011). "Digital textbooks and students with special needs" (http://teachingh
istory.org/issues-and-research/roundtable-response/25092). TeachingHistory.org
roundtable: digital textbooks: has their time come?. TeachingHistory.org. Retrieved 23 March
2014. "The inclusive nature of digital textbooks has the potential to powerfully meet the
diverse learning needs of students who are exceptional."
11. Blume, Howard (19 November 2013). "iPad software licenses expire in three years, L.A.
Unified says" (http://www.latimes.com/local/la-me-1120-lausd-ipads-20131120,0,429771.sto
ry#axzz2lIQOiTmA). Los Angeles Times. Retrieved 18 March 2014.
12. Greenfield, Jeremy (11 June 2013). "Students, [rofessors still not yet ready for digital
textbooks" (http://www.digitalbookworld.com/2013/students-professors-still-not-yet-ready-for-
digital-textbooks/). Digital Book World. Retrieved 18 March 2014.
13. "The reasons young people aren't buying ebooks" (http://www.booktrade.info/index.php/sho
warticle/52878/). Booktrade.info. 16 March 2014. Retrieved 18 March 2014.
14. McNeish, Joanne; Mary Foster; Anthony Francescucci; Bettina West (Fall 2012). "The
surprising foil to online education: why students won't give up paper textbooks" (https://web.
archive.org/web/20130228093059/http://www.mmaglobal.org/JAME-Archive/JAME_Vol20_
3/The%20Surprising%20Foil%20to%20Online%20Education%20Why%20Students%20wo
n%27t%20give%20up%20Paper%20Textbooks.pdf) (PDF). Journal for the Advancement of
Marketing Education. 20 (3). Archived from the original (http://www.mmaglobal.org/JAME-Arc
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20Students%20won%27t%20give%20up%20Paper%20Textbooks.pdf) (PDF) on 28
February 2013. Retrieved 18 March 2014.
15. Jabr, Ferris (11 April 2013). "The reading brain in the digital age: the science of paper vs.
screens" (http://www.scientificamerican.com/article/reading-paper-screens/). Scientific
American. Retrieved 18 March 2014. "Research suggests that reading on paper still boasts
unique advantages."
16. "Student response to digital textbooks climbs, says new BISG research" (https://web.archive.
org/web/20140209105839/http://www.bowker.com/en-US/aboutus/press_room/2013/pr_012
52013.shtml). Bowker Market Research. 25 January 2013. Archived from the original (http://
www.bowker.com/en-US/aboutus/press_room/2013/pr_01252013.shtml) on 9 February
2014. Retrieved 23 March 2014.
17. Sicking, Jennifer (6 May 2013). "Research shows students perform well regardless of
reading print or digital books" (http://www.indstate.edu/news/news.php?newsid=3564).
Retrieved 18 March 2014.

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