Evaluating E-Book Effectiveness and the Impact on Student Engagement

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-book...

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Published inJournal of marketing education Vol. 44; no. 1; pp. 54 - 71
Main Authors Merkle, Adam C., Ferrell, Linda K., Ferrell, O. C., Hair, Joe F.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2022
SAGE PUBLICATIONS, INC
Subjects
Academic achievement
College Students
E-books
Educational Change
Educational Resources
Electronic Learning
Electronic Publishing
Instructional Effectiveness
Learner Engagement
Marketing
Student participation
Textbook Evaluation
Textbooks
digital disruption
e-books
e-learning
student engagement
online education
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Abstract Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.
AbstractList Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.
Audience Higher Education
Postsecondary Education
Author Ferrell, Linda K.
Hair, Joe F.
Merkle, Adam C.
Ferrell, O. C.
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  doi: 10.1002/job.2057
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  doi: 10.15358/9783800653614
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Snippet Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study...
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StartPage 54
SubjectTerms Academic achievement
College Students
E-books
Educational Change
Educational Resources
Electronic Learning
Electronic Publishing
Instructional Effectiveness
Learner Engagement
Marketing
Student participation
Textbook Evaluation
Textbooks
Title Evaluating E-Book Effectiveness and the Impact on Student Engagement
URI https://journals.sagepub.com/doi/full/10.1177/02734753211035162
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1333673
https://www.proquest.com/docview/2639981998
Volume 44
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