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Printed and Digital Media: Printed and Digital Textbooks

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Titel: Printed and Digital Media: Printed and Digital Textbooks
Autoren: Ivić, Ivan
Quelle: Center for Educational Policy Studies Journal, Vol 9, Iss 3, Pp 25-49 (2019)
CEPS journal
Verlagsinformationen: University of Ljubljana, 2019.
Publikationsjahr: 2019
Schlagwörter: Textbook, Digitale Medien, Lernen, Wirkung, Visuelle Wahrnehmung, 0504 sociology, Schriftsprache, Mediennutzung, Learning, Schulbuch, L7-991, Utilisation of media, Hypertext, Utilization of media, 05 social sciences, Education (General), Learning environment, Printmedien, comparison of digital and printed textbooks, Text, digital and printed media, Multimedia, Lernumgebung, Educational Environment, educational effects of printed and digital textbooks, Vergleich, Print media, impact of digital media, 0503 education, Text book
Beschreibung: This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky’s theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan’s theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain’s neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.
Publikationsart: Article
Other literature type
Dateibeschreibung: application/pdf; text/plain
ISSN: 2232-2647
1855-9719
DOI: 10.26529/cepsj.694
DOI: 10.25656/01:18134
Zugangs-URL: https://ojs.cepsj.si/index.php/cepsj/article/download/694/358
https://doaj.org/article/2d75aae1cc5a4050ab95238ac50738e2
https://www.cepsj.si/index.php/cepsj/article/download/694/358
https://doaj.org/article/2d75aae1cc5a4050ab95238ac50738e2
http://files.eric.ed.gov/fulltext/EJ1230399.pdf
https://files.eric.ed.gov/fulltext/EJ1230399.pdf
https://www.pedocs.de/frontdoor.php?source_opus=18134
http://www.dlib.si/details/URN:NBN:SI:doc-HCHDQU8D
Rights: CC BY
URL: https://rightsstatements.org/page/InC/1.0/?language=de
URL: http://rightsstatements.org/vocab/InC/1.0/
Dokumentencode: edsair.doi.dedup.....5af73a11a0f8022c9a0f64ae2a7fc07a
Datenbank: OpenAIRE
Beschreibung
Abstract:This paper aims to sketch a framework for comparing the efficiency of printed and digital textbooks. Considering the fact that digital textbooks are a relatively new phenomenon, they lack both practical experiences with their use, and research on their efficiency - which is why all results will only be of a preliminary nature. This is also why our paper will focus on an initial definition of not only the theoretical framework for analysing the nature of digital media, but also for analysing printed and digital textbooks. The broadest theoretical framework consists of Lev Vygotsky’s theory on the character of culturally-psychological tools and their influence on the functional organisation of the brain and of Marshall McLuhan’s theory of media, concerning the general fact of the medium (and not its content). The theoretical analysis shows that media (printed and digital) have significant impacts on the functional organisation of the brain, which is based on the brain’s neuroplasticity. The analysis of digital media shows that they possess a set of specific features that, despite all the advantages they have, carry important risks for the organisation and functioning of the brain and for the process of learning. The production of digital textbooks also faces a significant number of challenges that the current production has not yet solved. Empirical research on the process of digital reading and understanding what has been read, indicate all the problems that still exist in digital textbook creation.
ISSN:22322647
18559719
DOI:10.26529/cepsj.694