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Why Undergraduate Students Choose to Use E-books

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

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Why Undergraduate Students Choose to Use E-books

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  1. Why Undergraduate StudentsChoose to Use E-books Edward W. Walton Brick & Click Academic Library Symposium November 1, 2013

  2. Background • 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

  3. 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.

  4. 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.

  5. Background • Broad Questions: • Does the e-book provide a compelling advantage that will entice students to embrace the innovation? • Are there compelling external motivations influencing students’ decision to adopt the use of e-books?

  6. Literature Review • Six Major Areas of Research • Impact of E-books on Academic Libraries • Desired Features and Technical Issues • Impact of E-books on Student Learning • Use Rates in Academic Libraries • Purpose Students Use E-books • Students Preference for Books vs. E-books

  7. Literature Review • Impact of E-books on Academic Libraries • Academic Quality • Accessibility • Acquisitions • Competition • Currency • Efficiency • Reserves

  8. Literature Review • 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

  9. Literature Review • Impact of E-books on Student Learning • Use as a Textbook • Learning Outcomes • Use Rates in Academic Libraries • E-books Used • Patterns of Use

  10. Literature Review • Purpose Students Use E-books • Complete Course Assignments • Convenience • Reading Preference • Prefer Printed Books • Limited Reading • Use for Research

  11. Purpose of Study • 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

  12. Institutional Background • 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)

  13. Participants • 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%)

  14. Data Analysis • Chi Square Analyses (X2) • RQ1 & 2: Two-Way X2 • RQ3 & 4: One-Way X2 • If X2 Value Exceeds X2cv (Critical Value) • Correlation Found Between Factors • Run Standardize Residual Test • Residual >= | 2 | -- Identifies Cells w/Correlation

  15. Question 1 (Compelling Advantage) • 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.

  16. RQ1 Stats • Pearson’s Two-Way Chi Square • df = 16 (Degrees of Freedom) • X2cv = 7.96 • X2 = 143.54 (Exceeds X2cv) • Asymp. Sig. = .00 (<.05) • Correlation Found to Exist Between Purpose and Frequency of Use • Run Standardize Residual Test

  17. RQ1 Standardized Residual Test

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. Question 2 (Compelling Advantage) • 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.

  24. RQ2 Stats • Pearson’s Two-Way Chi Square • df = 4 • X2cv = .711 • X2 = 233.25 • Asymp. Sig. = .00 (<.05) • A relationship exists between the available format and students’ choice to use printed books or e-books.

  25. RQ2 Standardized Residual Test

  26. RQ2 Findings Printed 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)

  27. 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

  28. Question 3 (External Motivation) • 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.

  29. RQ3 Stats • Pearson’s One-Way Chi Square • df = 4 • X2cv = .711 • X2 = 106.15 • Asymp. Sig. = .00 (<.05) • A relationship exists between forced adoption and the frequency of students’ use of e-books.

  30. RQ3 Standardized Residual Test

  31. 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)

  32. 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)

  33. Question 4 (Compelling Advantage) • 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.

  34. RQ4 Stats • Pearson’s One-Way Chi Square • df = 4 • X2cv = .711 • X2 = 62.80 • Asymp. Sig. = .00 (<.05) • A relationship exists between convenience and the frequency of students’ use of e-books.

  35. RQ4 Standardized Residual Test

  36. 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)

  37. RQ4 Summary • When use of the e-book was convenient many students Alwaysused the e-book • Students use e-books when it is convenient

  38. Findings Summary • 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)

  39. Conclusions • 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

  40. Discussion • “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

  41. 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

  42. Summary Questions

  43. Contact Information Dr. Edward Walton Dean, University Libraries Associate Professor of Library Services Southwest Baptist University 1600 University Ave Bolivar, Mo. 65613 E-mail: ewalton@sbuniv.edu Phone: 417-328-1619

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