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No name, no game: Challenges to use of collaborative digital textbooks
Örebro University, Örebro University School of Business. (Ceris)ORCID iD: 0000-0002-3713-346X
Örebro University, School of Humanities, Education and Social Sciences. (Education & democracy)ORCID iD: 0000-0003-1066-396X
Örebro University, Örebro, Sweden.
2018 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, no 3, p. 1359-1375Article in journal (Refereed) Published
Abstract [en]

Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

Place, publisher, year, edition, pages
New York, USA: Springer, 2018. Vol. 23, no 3, p. 1359-1375
Keywords [en]
Cooperative/collaborative learning, Secondary education, Improving classroom teaching, Interactive learning environments, Pedagogical issues
National Category
Pedagogy
Research subject
Education; Computer Science
Identifiers
URN: urn:nbn:se:oru:diva-63397DOI: 10.1007/s10639-017-9669-zISI: 000430495700019Scopus ID: 2-s2.0-85034578308OAI: oai:DiVA.org:oru-63397DiVA, id: diva2:1167227
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-08Bibliographically approved

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No name, no game: Challenges to use of collaborative digital textbooks(1081 kB)56 downloads
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Grönlund, ÅkeWiklund, Matilda

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Grönlund, ÅkeWiklund, Matilda
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Örebro University School of BusinessSchool of Humanities, Education and Social Sciences
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