Tag Archives: feedback

Their individual copy of an e-textbook – what did our students say? 


Over the last academic year, an essential part of our work in providing certain cohorts of students with their own e-text book  was to find out exactly what they thought of them.  This would help us to both ensure we are obtaining maximum value for our acquisitions but also crucially to shape our future work, in particular for an expanded set of pilots for the academic year.   Anecdotal feedback was collected from the students via comments from their lecturers but we also undertook some more formal feedback.   This included an online survey, which was distributed directly to our students, plus a series of focus groups where we could explore the issues in more depth.  Some of the key findings we uncovered both confirmed and disproved some of our assumptions.   Further results will be released at a series of conference presentations over the next year but some key findings included:

  • Convenience and access are still the biggest drivers for our students
  • 88% indicated they read the e-book at least once (but extensive use was much lower)
  • Enhanced features such as highlighting, note taking and sharing were not used in a widespread manner
  • Less than 15% actually printed excerpts from the e-books
  • Laptops were the favoured device to access the e-books, with desktop PCs also being popular. Although mobile device usage was seen as highly desirable this did not lead to significant usage via these devices

In summary this led us to make a number of changes (and dare we say improvements) to our e-book pilots for this academic year.  What we learnt from last year’s pilots was critical to our work and for this year including:

  • Devise more tailored support tools for our students to ensure they maximise all the capabilities of the e-book and, where applicable, actually download to one or more of their devices
  • Begin the dialogue with our academics as soon as possible and ideally provide them with access to the e-book over the summer so they can integrate it as widely as possible into their teaching. This meant of course concluding negotiations with publishers as early as possible (often easier said than done!)
  • Ensure we both access and analyse usage date sooner and in greater detail
  • Revise and upgrade our means of collecting and analysing student feedback, predominantly through an improved online survey and looking at the future structure and content of our student focus groups.

Armed with all this information and analysis we have now begun an expanded series of e-textbook pilots for academic year 15/16, more details of which will appear on this blog in the near future.

Dominic Broadhurst, University of Manchester Library

photo credit: Eirik Newth via flickr (license)

Our survey said…

The Books Right Here project is concerned with meeting student expectations in relation to Library provision of recommended textbooks.  A review of recent survey results makes interesting reading as the themes that emerged around course reading and e-books are definitely in line with the issues the project is trying address.

The University of Manchester Library conducted two major pieces of market research in 2013/14 and had over 2,000 responses, giving us a statistically significant bank of information to draw upon.

One piece of research looked at students’ perceptions of Library services; the other focused specifically on the digital environment and also included academics.


So what did our users tell us?

 Students’ expectations of course reading

  • Over 90% of students felt that for core course reading the Library should make an electronic copy available to all students on the course
  • Only 46% of students stated that they were happy to buy books for their course
  • The vast majority of students thought that all of the books on their reading lists should be available in the Library (91%) and that all of their reading lists should be available online and on one place (86%)

How are students reading?

  • When asked questions about the way they read, most students stated that they read a mix of electronic and hard copies with the overall preference leaning towards electronic
  • Users also expressed frustration that e-books currently accessed via the Library did not have the functionality and advantages that they expected in electronic texts, such as printing, downloading and highlighting capability

What can we learn from this? 

It is often reported that students prefer printed books but it may be that they are unimpressed by the e-book experience that is currently offered to them.

Our students are telling us that they want the Library to provide more books in electronic format for their core reading but they are dissatisfied with their experience of using the e-books we currently provide.

One of the questions we intend to address is whether providing seamless access to an interactive e-book via Blackboard will make for a better user experience.

We are going to investigate this and the other issues raised by investigating students’ experiences of taking part in our e-book pilots.

Sarah Rayner, Project Manager

photo credit: albertogp123 via photopin cc

Manchester Business School e-book pilot project

high demand

A common complaint from university students everywhere is that there are never enough copies of course texts to go around. The rise of the e-book has the potential to change this and Manchester Business School’s e-book pilot project was initiated with the aim of improving core text access and enhancing the student experience.

What we did

In Semester Two of 2013/14, the Library ran a pilot project with Karen Niven, Lecturer in Organisational  Psychology and e-Learning co-ordinator for Manchester Business School, working with Pearson Books and the VitalSource e-textbook service. 400 students on the undergraduate ‘Introduction to Work Psychology’ course were offered access to their core text as an e-book, available on any device for the whole semester, with annotations made by the lecturer to guide the students’ reading.

To help us assess the impact of the project, students were asked to provide feedback during and at the end of the course unit. We were also able to obtain data from VitalSource’s e-book analytics.

The lecturer also collected student feedback at the end of the course unit while there was a formal question in the course unit survey on core text provision.

What we found

The amount of student feedback was low but we did get the following positive comments on the pilot:

  • “The online textbook was a great idea”
  • “Having access to the e-book with the teacher’s comments was a great opportunity, we should have that in all modules!!”
  • “The book being online and not having to spend £60 just to purchase it. And we could also access Karen’s notes which was great”

Anecdotal evidence from the lecturer, supported by data from VitalSource, confirmed that usage of the ebook stayed low throughout the semester – including the exam period when increased usage might have been expected.

The lecturer felt that the pilot was a “good experience”, that being able to annotate core reading was beneficial to the learning experience of the students and that e-book provision would have merit even if the specific module being used for the pilot did not provide much data on this occasion.