The Case for Online Coursepacks and E-Books
- By Barry W. Birnbaum
- 05/25/04
While most universities offer online courses, the need for creating support
materials that go with these courses remains an area for further exploration.
Most instructors use chat rooms, PowerPoint, etc., to deliver instruction. One
of the areas that is sometimes overlooked is the development of online textbooks
or electronic course packs that go along with the online courses.
In order for an online course to be truly digital, all aspects of it must be
converted so that the student has similar experiences within this delivery system.
Although some individuals feel that a traditional textbook is more appropriate,
the difference in look, feel, and quality is almost the same when electronic
books are adopted. Students have an option of downloading and printing the electronic
materials or of just reading the material while connected to the Internet.
The selection of articles or materials for a digital textbook is an authentic,
performance-based task. This experience allows for the inclusion of real-life,
real-time contextual information that can be applied to students in order to
assist them in choosing learning that is more reality based. These strategies
are effective in any digital delivery format.
Course packs and e-books were developed for undergraduate and graduate students
who take courses online at Northeastern Illinois University, located in Chicago.
These students took courses in the area of special education and were working
toward certification and/or an advanced degree for pay advancement. The purpose
of using this type of digital media was to make electronic course delivery as
electronic as possible. Also, e-books can be updated regularly, thereby giving
students newer material almost as fast as a click of a mouse.
Materials in course packs and e-books can be updated on a regular basis. While
traditional textbooks in many areas are outdated once they are written, one
advantage of an e-book or course pack is that up-to-date information is only
a click away. This provides students with more current information than they
would receive in a more traditional manner.
What is interesting is the measure of student attitudes between more traditional
textbooks and those that are offered in electronic format. Most undergraduate
students appear less likely to find electronic textbooks useful. In a survey
completed just last semester, these students tended to want to print the digital
textbook rather than use it in its original format. These students indicated
that using an e-book was cumbersome and made it more difficult to prepare for
assignments or tests. They indicated that they would like the e-book available
in print format and that printing the material took too much time.
On the other hand, graduate students found e-books to be easier to use and
thought the maneuvering through the articles and chapters was relatively simple.
They also found that it made their lives easier because they could access the
e-book anywhere a computer was available. Most of these students tended to access
the e-book from work or from the library, as well as from home. Less than 20%
felt the need to print the contents of the e-book and preferred to use it in
its original form. They found that the information was easier to read and that
taking notes using a word processing program while the e-book was accessed was
relatively simple.
One of the reasons for this difference may be that undergraduate students are
better trained toward using traditional learning models. In some instances,
these students have little experience using technology and find that most of
their courses are offered on campus rather than in an alternative delivery model.
While there is a push nationally to incorporate more technology into college-level
classes, some institutions are slow to expose undergraduate students to the
various aspects and roles computers can play in the classroom.
Most of the undergraduate students reported that they had similar responsibilities
as those of the graduate students, especially when it came to family and home.
The undergraduates didn’t see these responsibilities as interfering with
their attitudes toward e-books. The graduate students found that using e-books
allowed them to work at home while meeting family responsibilities. The undergraduates
did indicate that their curriculum included less technology-based learning than
that of the graduate students.
Many of the graduate students are full-time teachers working toward a master’s
degree and have been exposed to technology in their various schools. Additionally,
the faculty, according to these students, integrated technology more readily
into the coursework while infusing a wider use of the Internet than reported
by the undergraduates.
There are several graduate-level courses that require students to develop a
PowerPoint presentation, use the Internet to gather information for research,
and use the university library electronically. The same requirements for undergraduate
students do not apply. Therefore, it is possible that the graduate students
have a higher level of skills in the area of technology than do the undergraduates.
Since the use of e-books and course packs on campus is relatively new, many
students may need an opportunity to adjust to their use. As more professors
begin to use digital media in the classroom, the comfort level should increase
with the students. The initial hesitancy on the part of the undergraduate students
may solely be based upon their limited experiences.
Developing a course pack or e-book is not difficult. There are commercial companies
available that assist in the process of selection and implementation. The professor
can create a course pack independently or get assistance from reference librarians
that are employed by these companies. Regardless of the manner in which the
process is done, copyright clearance is easily gained. There is no charge to
the instructor for the development of the course pack or for the copyrighting
of the material.
E-books are the wave of the future. In order to make online learning truly online,
all aspects of the course should have electronic components. Students will benefit
from e-books because they have instant access to a wealth of information at
their hands and they will be better prepared for using technology in the classrooms.