The use of electronic textbooks in professional education (foreign experience)

В статье рассматривается зарубежный опыт использования электронных учебников в профессиональном образовании. Автор обращает внимание на исследования, которые рассматривают проблемы преимуществ и недостатков использования цифровых учебников в учебном процессе, их функции и дидактические свойства. Отношение к электронным учебникам со стороны участников образовательного процесса постепенно менялось. Если, согласно данным исследования 2011 года студенты не видели особой разницы между бумажными и цифровыми учебниками, то к 2019 году можно увидеть более положительное отношение к последним, особенно тем, которые содержат интерактивные элементы. В работах Э. Аренаса, А. Барра, Э. Доблер представлены взгляды на функции электронных учебников. В статье рассматривается типология учебников, предложенная Э. Аренасом, А. Барром, авторы выделяют цифровые копии бумажных учебников, электронные учебники с некоторыми интерактивными функциями и учебники в виде мобильных приложений с доступом к облачным программам. Определенное внимание уделяется статьям, которые рассматривают дидактические особенности цифровых учебников, в частности возможности электронных учебников в оценке и контроле за уровнем подготовки студентов по курсу, особенности таких учебников как средства учебной деятельности, их роль в развитии информационной грамотности, критического мышления, навыков анализа, готовности к решению учебных задач – качеств, которые являются необходимыми в информационном обществе. The article examines the foreign experience of using electronic textbooks in vocational education. The author draws attention to studies that consider the problems of advantages and disadvantages of using digital textbooks in the educational process, their functions and didactic properties. The attitude towards electronic textbooks on the part of participants in the educational process gradually changed. If, according to a 2011 study, students did not see much difference between paper and digital textbooks, then by 2019 one can see a more positive attitude towards the latter, especially those that contain interactive elements. The works of E. Arenas, A. Barr, E. Dobler present views on the functions of electronic textbooks. The article discusses the typology of textbooks proposed by E. Arenas, A. The authors distinguish digital copies of paper textbooks, electronic textbooks with some interactive functions and textbooks in the form of mobile applications with access to cloud programs. Some attention is paid to articles that consider the didactic features of digital textbooks, in particular, the possibilities of electronic textbooks in assessing and monitoring the level of students' preparation for the course, the features of such textbooks as means of educational activity, their role in the development of information literacy, critical thinking, analytical skills, readiness to solve educational tasks – qualities that are necessary in the information society.

The Road Ahead

Chapter 10 asks us to think about two paradoxes. The first is that while print usage in the trade world has largely stabilized, the education market is aggressively adopting digital textbooks. Moreover, many students now judge print reading to be boring. The second paradox is that as screens potentially become the default mode for reading in schools, one of the much-touted goals of education, critical thinking, is ill suited to digital reading. While the notion of critical thinking remains ill defined, it surely includes reasoned analysis and reflection, for which the evidence indicates print is better suited. Digital tools, which are effective for information-seeking and fact-checking, also appear to be undermining our motivation for using our memory capacity. But readers are not defenseless. The chapter closes with concrete suggestions for mapping a way forward.

Developing digital teaching material on Basic Electricity based on problem-based learning in vocational education

The electrical topic is considered a difficult material because electricity is a substance that is not seen but can be felt. The objectives of this study were (1) to develop digital textbooks for basic electricity materials based on problem-based learning. (2) to analyze the feasibility of digital textbook products for basic electricity materials based on problem-based learning. This research is development research using the 4D model, namely define, design, develop, disseminate. This study involved language, material, and media experts in validating research products. The research subjects were students of technical engineering vocational education in one of the public universities in Indonesia who took Basic Electrical and Electronics courses, namely 25 students. The data collection technique used interviews, document analysis, and questionnaires. The data analysis technique used descriptive statistical analysis. Based on the results of the research, it is found that (1) the development of digital textbooks on basic electricity materials based on problem-based learning is carried out by referring to the 4D model development steps, namely define, design, develop, and disseminate. (2) The appropriateness of digital textbooks according to the media expert's assessment of getting a mean score of 3.61 is declared very good, the material expert's assessment is 3.52, which is declared very good, and the user response gets an assessment of 3.51, which is declared very good. Theoretically, the developed digital textbooks are able to increase student interest and motivation to learn basic electrical materials in an easy way.

Mind the gap: School Librarians’ Anticipated and Preferred Professional Development Methods for Integration of Digital Textbooks

While the mandate to adopt digital textbooks in the U.S. state of Florida is looming for the next school year, there has been few discussion about how to provide professional development for school librarians who will be expected to play a leadership role. This study identifies both preferred and anticipated methods of professional development of Florida school librarians and the gap between them. It has been found that school librarians wish to initiate their training with other colleagues through workshops and study groups, which will enable them to discuss digital textbooks, and build networks with respect to the new technology. The anticipated way, however, reflects the environment of solo librarians. In conclusion, this study urges that professional development that will enlarge their viewpoint and enhance their awareness of the need for methods of implementation of digital textbooks, is urgently required.

Interactive E-Textbook Platform Based on Block Editing Model in Crowdsourcing E-Learning Environments

Instructors can now work with students to create various textbooks based on crowdsourcing. In particular, as feedback provided by students is essential for determining the quality and direction of classes, instructors should interact with students who are currently participating in classes by exchanging feedback. This paper proposes a block editing model that can reflect student feedback. The block editing model is an interactive e-textbook editing model that is dynamically updated based on the feedback provided by students in real time without modifying the structure of digital textbooks. In particular, in order for even non-developers who do not know web programming languages to be able to produce interactive digital textbooks easily, the authors developed an editor that could help implement them based on Blockly, a visual programming language. This paper enables instructors to improve the direction and quality of classes depending on the learning achievement of students and understanding based on feedback information provided by students and feedback analysis.