February 2 - April 4
Transforming education, one textbook at a time
IU eTexts are more than digital copies of traditional textbooks. They are tools that help reduce the cost of education, while enhancing student learning both in and outside the classroom.
Faculty adoption timeline
All campuses can begin ordering IU eTexts for Summer, Fall, and Winter 2017 on February 2nd. Keep the following dates in mind as you make plans for future courses.
February 2 - July 10
February 2 - October 6
eText growth: by the numbers
That’s an 85% increase in just one year.
IU’s eTexts initiative
Textbooks can be a luxury for some students. Those who can’t buy new books do the best they can with old or out-of-print editions, while others opt for nothing at all. But why? Simply put, textbooks cost too much.
IU’s eTexts initiative is a direct response to this issue. The university’s direct partnerships with more than 20 publishers have helped IU eTexts become a cost-effective alternative that aids student success and provides faculty with a powerful instructional tool. Benefits include:
- Better pricing
- Expanded catalogs
- Personalized adaptive learning experiences through Digital Learning Tools
- More options for engaged teaching and learning across a variety of environments
What are Digital Learning Tools?
Digital Learning Tools (DLTs) are designed to accompany eTexts available through IU’s publishing partners. They allow instructors to offer interactive instructional materials and adaptive learning experiences for students. Many also integrate with Canvas.
Visit the IU eTexts Adoption Portal to order partner-provided eTexts at a discounted rate. This cost savings will also extend to students using DLTs in your courses.
Effects of e-textbook instructor annotations on learner performance
By Dennis, Abaci, Morrone, Plaskoff, & McNamara
Abstract: With additional features and increasing cost advantages, e-textbooks are becoming a viable alternative to paper textbooks. One important feature offered by enhanced e-textbooks (e-textbooks with interactive functionality) is the ability for instructors to annotate passages with additional insights. This paper describes a pilot study that examines the effects of instructor e-textbook annotations on student learning as measured by multiple-choice and open-ended test items. Fifty-two college students in a business course were randomly assigned either a paper or an electronic version of a textbook chapter. Results show that the e-textbook group outperformed the paper textbook group on the open-ended test item, while both groups performed equally on th emultiple-choice subject test. These results suggest that the instructional affordances that an interactive e-textbook provides may lead to higher-level learning.
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