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E-textbook as object and mediator: interactions between instructor and student activity systems

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Abstract

In this paper, we discuss the activity systems of students and instructors who used an interactive e-textbook in their instructional activities. Data included instructor interviews and student journals about e-textbook use in eight university courses. Exploration of the data through a cultural-historical activity theory lens indicated that e-textbook use can be limited when students act on it merely as an object without any intentional goal. Without requirements by the instructor, the embedded tools in the e-textbook may do little to support the student activity in the system. In addition, many instructors, as well, approached the e-textbook as an object, and a number of them did not include the e-textbook in their own activity systems. Considering the e-textbook as a mediating tool to address other goals (such as completing an assignment) or to support instructional decisions by faculty through developed awareness of students’ understandings, positioned the e-textbook as a mediator of learning, rather than an object on which to act. We end our discussion pointing to the need for an expansive transformation regarding the use of e-textbooks so they may be positioned as new kinds of mediating tools for learning.

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Acknowledgements

The authors would like to acknowledge the support of the Consortium of College and University Media Centers, who provided an award that supported the research study.

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Authors and Affiliations

  1. Department of Psychological and Quantitative Foundations, N304 Lindquist Center, University of Iowa, Iowa City, IA, 52242, USA

    Kathy L. Schuh

  2. The Office of Teaching, Learning, and Technology, University of Iowa, Iowa City, IA, USA

    Sam Van Horne & Jae-eun Russell

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  1. Kathy L. Schuh
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  2. Sam Van Horne
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Correspondence to Kathy L. Schuh.

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Schuh, K.L., Van Horne, S. & Russell, Je. E-textbook as object and mediator: interactions between instructor and student activity systems. J Comput High Educ 30, 298–325 (2018). https://doi.org/10.1007/s12528-018-9174-4

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