Abstract
With the emergence of eTextbooks initiatives on the rise, it is promising that eTextbooks support significant opportunities for improving the educational practices. However, there are both positive and negative reports of using eTextbooks in the academic setting. This study was aimed at exploring the concept of eTextbooks by confirming the opinions from stakeholders on the features and functions of eTextbooks in K-12 classes using a Delphi method. We conducted a three-round Delphi study with 56 respondents, including administrators, teachers, students, parents, and researchers from 14 organizations in Beijing. The findings identified 18 features and functions that covered a range of dimensions including structure and layout, interactive media, note-taking tools, assignment tools and management tools. Then, we tested eTextbooks in real classes at two primary schools initiatively. The results showed that eTextbooks could keep the instructional process running as smoothly as before.
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Chen, G., Gong, C., Yang, J., Yang, X., Huang, R. (2013). The Concept of eTextbooks in K-12 Classes from the Perspective of Its Stakeholders. In: Holzinger, A., Pasi, G. (eds) Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data. HCI-KDD 2013. Lecture Notes in Computer Science, vol 7947. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39146-0_29
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DOI: https://doi.org/10.1007/978-3-642-39146-0_29
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