Date of Award

Spring 5-2015

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Taralynn Hartsell

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Shuyan Wang

Committee Member 2 Department

Curriculum, Instruction, and Special Education

Committee Member 3

Jonathan Beedle

Committee Member 3 Department

Curriculum, Instruction, and Special Education

Committee Member 4

Kyna Shelley

Committee Member 4 Department

Educational Studies and Research

Abstract

As digital content, e-Textbooks display text on the screen, integrate multimedia within textual components, and allow reading on portable devices; which make learning highly interactive, flexible, and immediately accessible, increase students’ engagements in learning, and make learning content portable, transferrable, and searchable. Those advanced features did not bring prosperity in using e-Textbooks in education. The adoption of using e-Textbooks in higher education is still far from its confirmation stage. The purpose of this study was to examine the relationship between the perceived attributes of using e-Textbooks by instructors and their actual use of e-Textbooks in higher educational settings, to discuss the factors that prevent instructors from using e-Textbooks in teaching, and to provide statistical evidence for promoting digital content and e-Textbooks into higher education in the future. A quantitative study was conducted to measure instructors who are from public universities in the college of education on how they perceived using e-Textbooks in higher education. Several factors emerged to explain the relationships between instructors and using e-Textbooks. With the findings, it suggests instructors, e-Textbooks publishers, institutions, and instructional designers need to work collaboratively to enhance the using of e-Textbooks in higher education.

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