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E-textbooks and Connectivity: Proposing an Analytical Framework.

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Title: E-textbooks and Connectivity: Proposing an Analytical Framework.
Authors: Gueudet, Ghislaine1 ghislaine.gueudet@espe-bretagne.fr, Pepin, Birgit2 b.e.u.pepin@tue.nl, Restrepo, Angela3 am.restrepo253@uniandes.edu.co, Sabra, Hussein4 hussein.sabra@univ-reims.fr, Trouche, Luc5 luc.trouche@ens-lyon.fr
Source: International Journal of Science & Mathematics Education. Feb2018, Vol. 16 Issue 3, p539-558. 20p.
Subject Terms: *Textbooks, *Students, *Teachers, *Educational technology, Mathematics
Abstract: This paper is concerned with the development of e-textbooks. We claim that analysis (and design) of e-textbooks requires the development of a specific frame. Digital affordances provide particular opportunities (e.g. in terms of interactions between users) that require specific considerations for their analysis, as teachers and students use them for their individual and collective purposes. In this study, we develop a framework for mathematics e-textbook analysis, based on the notion of “connectivity.” We introduce criteria to assess the different aspects of connectivity and build an analysis grid for e-textbooks. We illustrate the framework proposed by analyzing 2 commonly used French grade 10 mathematics e-textbooks. The results of the analyses show that there are major differences between the 2 e-textbooks in terms of connectivity, which can be related to differences in their design. Beyond these 2 examples, we claim that focusing on connectivity is a useful and relevant way of analyzing e-textbooks, as it can provide a window into issues of interactivity, both practically and cognitively. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: E-textbooks and Connectivity: Proposing an Analytical Framework.
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  Data: <searchLink fieldCode="AR" term="%22Gueudet%2C+Ghislaine%22">Gueudet, Ghislaine</searchLink><relatesTo>1</relatesTo><i> ghislaine.gueudet@espe-bretagne.fr</i><br /><searchLink fieldCode="AR" term="%22Pepin%2C+Birgit%22">Pepin, Birgit</searchLink><relatesTo>2</relatesTo><i> b.e.u.pepin@tue.nl</i><br /><searchLink fieldCode="AR" term="%22Restrepo%2C+Angela%22">Restrepo, Angela</searchLink><relatesTo>3</relatesTo><i> am.restrepo253@uniandes.edu.co</i><br /><searchLink fieldCode="AR" term="%22Sabra%2C+Hussein%22">Sabra, Hussein</searchLink><relatesTo>4</relatesTo><i> hussein.sabra@univ-reims.fr</i><br /><searchLink fieldCode="AR" term="%22Trouche%2C+Luc%22">Trouche, Luc</searchLink><relatesTo>5</relatesTo><i> luc.trouche@ens-lyon.fr</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Feb2018, Vol. 16 Issue 3, p539-558. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: This paper is concerned with the development of e-textbooks. We claim that analysis (and design) of e-textbooks requires the development of a specific frame. Digital affordances provide particular opportunities (e.g. in terms of interactions between users) that require specific considerations for their analysis, as teachers and students use them for their individual and collective purposes. In this study, we develop a framework for mathematics e-textbook analysis, based on the notion of “connectivity.” We introduce criteria to assess the different aspects of connectivity and build an analysis grid for e-textbooks. We illustrate the framework proposed by analyzing 2 commonly used French grade 10 mathematics e-textbooks. The results of the analyses show that there are major differences between the 2 e-textbooks in terms of connectivity, which can be related to differences in their design. Beyond these 2 examples, we claim that focusing on connectivity is a useful and relevant way of analyzing e-textbooks, as it can provide a window into issues of interactivity, both practically and cognitively. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=128053294
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