A conceptual model for e-textbook creation based on proposed characteristics
| DOI | https://doi.org/10.1108/ILS-03-2018-0025 |
| Date | 09 July 2018 |
| Published date | 09 July 2018 |
| Pages | 432-443 |
| Author | Darija Pešut |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
A conceptual model for
e-textbook creation based
on proposed characteristics
Darija Pešut
Department of Language and Social Studies,
Visoka Skola za Informacijske Tehnologije, Zagreb, Croatia
Abstract
Purpose –This paper is part of an extensiveresearch conducted as part of a doctoral thesis. The purposeof
this paper is to collectand present the comprehensive list of e-textbook characteristicsacquired from research
in the English as a foreign language (EFL) subject area in Croatian higher education and present a useful
checklistin the form of a conceptualmodel for e-textbook creation.
Design/methodology/approach –Literature was reviewed with the aim of collecting published
e-textbook characteristics which were then combined with the characteristics obtained from research
data. The data were collected through four distinct online questionnaires on the Survey Monkey
platform.
Findings –Teaching EFL requires the use of different materials, authenticand specifically published for
this purpose. The research results are used to discuss the possibility of blending all materials into one
electronically published unit by considering the proposed e-textbook characteristics. The presented
conceptual model fore-textbook creation can be used as a foundation for e-textbook designand evaluation in
all subject fields.
Originality/value –The paper presents a list of e-textbookcharacteristics as an extensive list which can
be applied in e-textbookdesign and evaluation in any subject field.
Keywords e-publishing, e-textbook, e-book, EFL, e-textbook characteristics,
e-textbook evaluation
Paper type Research paper
Introduction
The English language is being used more intenselyevery day as a lingua franca. Therefore,
it is not surprising that today approximately a billion people are learning English as a
foreign language (EFL) (Johnson, 2013). According to the last published Eurydice research
on foreign language learning in schools from 2012, the English language is the most
prevalent foreign language taught in all European schools at all educational levels. It is
important to emphasizethat the research did not include tertiary levels.
This paper presents the EFL e-textbook model within the Croatian higher education
system. Thus, it is important to show EFL learning in the context of Croatian lifelong
learning. Lifelong learningis a term used to define formal education as a process which lasts
throughout one’s lifetime. English as a foreign language in Croatia is taught from the
earliest age, starting in pre-school. During the eight years of elementary education, it is
obligatory to learn one foreign language. The last available European research shows that
English was the most taught foreign languagein elementary education during the academic
year 2009-2010 (Eurydice, 2012). Secondary education is voluntary in Croatia, and the
students who continue their education have an option to study the English language. The
ILS
119,7/8
432
Received23 March 2018
Revised21 April 2018
22May 2018
Accepted22 May 2018
Informationand Learning Science
Vol.119 No. 7/8, 2018
pp. 432-443
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-03-2018-0025
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2398-5348.htm
To continue reading
Request your trial