The eTextbook study aimed to delve into the evolving use and effectiveness of digital textbooks in higher education. With the increasing integration of technology in academic settings, understanding how eTextbooks impacted student learning, engagement, and success had become crucial. This research focused on comparing eTextbooks with traditional paper textbooks and the adoption of interactive tools, seeking to provide a comprehensive analysis of these aspects.

The study employed educational data mining techniques and survival analysis to explore the adoption and usage patterns of various mark-up tools, such as highlights, notes, annotations, bookmarks, and questions, within interactive eTextbook readers. Findings indicated that while highlighting was widely adopted, other interactive tools saw limited use. Factors such as the timing of adoption and students' reading behaviors significantly influenced the usage of these tools. Notably, the study suggested that early adoption and consistent use of bookmarking in conjunction with frequent reading could positively impact course grades.

The implications of this research highlighted the need for instructors to actively encourage the use of interactive eTextbook tools early in the semester to maximize their benefits. Furthermore, higher education administrators could leverage data from eTextbook analytics to make informed decisions that supported student learning and success. By understanding and promoting the effective use of eTextbooks, the overall educational experience for students could be enhanced.

Presentations and Publications

Schuh, K. L., Van Horne, S., & Russell, J. E. (2018). E-textbook as object and mediator: Interactions between instructor and student activity systems. Journal of Computing Higher Education. doi.org/10.1007/s12528-018-9174-4

Van Horne, S., Henze, M., Schuh, K., Colvin, C., & Russell, J. (2017). Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course. Journal of Computing in Higher Education.

Van Horne, S., Russell, J. E., & Schuh, K. L. (2016). The adoption of mark-up tools in an interactive e-textbook reader. Educational Technology Research & Development, 64(3), 407-433. DOI:10.1007/s11423-016-9425-x

Van Horne, S., Russell, J. E., & Schuh, K. L. (2015). Assessment with e-textbook analytics. EDUCAUSE Center for Analysis and Research Retrieved from https://library.educause.edu/resources/2015/2/assessment-with-etextbook-analytics

Van Horne, S., Russell, J., & Schuh, K. (2014, October) Assessment with learning analytics: Combining multiple sources of data to support student learning with educational technology. Presentation at EDUCAUSE in Orlando, Florida

Van Horne, S., Russell, J., & Schuh, K. (2013, October) Factors associated with instructors’ and students’ successful adoption of learning tools in interactive e-textbooks. Paper presented at the International Society for the Scholarship of Teaching and Learning in Raleigh, NC

Van Horne. S., Russell, J., & Schuh, K. (2013, October) What are the relationships between e-textbook usage and student learning? Paper presented at the Consortium of College and University Media Centers, Chicago, IL