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Descriptive analysis of e-textbook multimedia and interaction
PROCEEDING

, Université de Montréal, Canada ; , , Université du Québec à Trois-Rivières, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Even if we expect much more from e-textbooks, students and schools are dependant of publishers who are responsible to develop and offer the material. In this situation, it is not clear how decisions are taken: for cost reasons, for editorial reasons, for pedagogical reasons, etc. In this study, we will describe and compare e-textbooks available in Canada (Quebec system), for five different subject matters, in their digital components. To do so, we analyze 138 e-textbooks in five subject matter, from grade 7 to grade 11. Observation grid was based on added-value of technology in e-textbooks: hypertextualization (intertextuality, hypertextuality and hypertext), multimodality (video, images, animation) and interaction (feedback, activities, simulation). Results showed that half of the e-textbook are only digitized version of the paper textbooks. The other half introduce different varieties of multimedia. In this paper, we’ll describe the content of the e-textbooks and the added-value in the different subject matter. To conclude, we’ll propose a reflection on the value of e-textbooks in high-school system.

Citation

Roy, N., Beauchamp, Y. & Boyer, P. (2018). Descriptive analysis of e-textbook multimedia and interaction. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 65-73). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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