PRINTED BOOKS VERSUS E-BOOKS IN LEARNING
1. Printed Books and E-books
eBooks are known as a higher education technique (Enwright: 2014) (electronic copies of academic books, textbooks, reference books, scholarly monographs, annuals and other ‘one-off’ publications). Recently, due to their advantages over conventional books, electronic books (e-books) have become popular among the general public, as well as students.
Tablets and e-books are appropriate resources for students to read and learn, and can also be used for academic work. For educators, without fear that reading success and understanding will be impeded, e-books may be implemented (Sackstein et. al.: 2015). Numerous new resources are now available for people’s use, parallel to technological advances.
Societies, through learning how to use them, adapt these devices to their professional lives. They try to set up more secure working conditions in this way. Universities providing vocational education should teach their students these emerging innovations in order to help them excel in their future careers. In addition to these emerging developments, books that serve as the basic knowledge sources for educational faculty students are gradually being turned into e-books. Identifying the e-book approaches and desires of students in line with these innovations will help assess the needs for this form of digital technology. The present study aimed to evaluate the views and expectations of pre-service teachers about e-books as well as their levels of general knowledge of this technology in line with this intent (Yalman: 2015).
In certain ways, E-books mimic the graphic design of a printed book. The graphic elements of an e-book depend heavily on e-format features and on e-readers. The key benefits of an e-book are that it is searchable, adaptable, easily connected, transportable, easily available and durable to other digital documents. Still, the majority of the interviewed participants claimed in the second phase of the study that reading an e-book was something new to them. They prefer the interaction with a printed book and its visual appearance (Selthofer: 2013). Between the few selling e-books and those who do not offer this commodity, the opinions on e-books do not differ. Government policy also supports the activities of physical bookshops, among other organisations, as essential actors in the promotion of reading (Regeringens proposal 2014, 52). This can also contribute to the sense of safety among Swedish booksellers.
2. Well-functioning habits and personal interest in the product are the reasons why e-books are sold. Lack of demand and technological support, as well as contractual arrangements with e-book publishers or vendors, are the reasons for not selling books. The bookshops that halted sales of e-books did so because they closed down their vendors. It can also be argued that only booksellers with an interest in e-books are actually selling them in bookshops or online. The key premises for this operation are the technological tools for e-book sales, routines, and contracts with publishers.
The key barriers to the selling of e-books are: the price as one can see not only in the answers of the bookseller, but also in the drop in sales obviously related to the price rise in 2014, the lack of interest from consumers who do not ask about e-books in bookstores. This leads to the expectation that e-books, either directly from publishers and writers or
the future of e-books seems to be very safe and non-threatening. E-book revenue growth is perceived to be very sluggish and to have a modest rate of growth (Maceviciute et. al.: 2015).
There have been many shifts in the digital world in the conventional life cycle of books, enough to begin to challenge the impact of such changes on the process of producing, printing, selling, reading and maintaining books. This paper focuses on problems related to the preservation and archiving in the digital world of published authors’ works for the purposes of their long-term accessibility. The aim of this paper is to provide an overview of the related legal, technological, societal and organizational issues that present obstacles, barriers and responsibilities for ensuring the long-term usability of e-books. Issues relating to authorship, editions, material updates, management of copyright and digital rights, selection requirements for preservation, and liability for preservation will be addressed, concentrating primarily on the position of libraries and publishers in this process (Krtalić and hasena 2015).
While students today are familiar with many innovations, including mobile devices, they obviously do not completely include technology in their learning activities.
In fact , many students still tend to use traditional printed books instead of electronic books. This study also revealed multiple reasons for their choice, their reason for learning developers to design ebooks that fit students’ characteristics, preferences, and needs (Hadaya et. al.: 2018), some parents expressed a greater choice for printed books and were concerned with health concerns related to the use of eBooks by children.
In this paper, areas for improvements and future studies are also created (see et. al: 2019).
On the part of the participants, there was a lack of knowledge of e-books in general: the students were unaware that e-books were accessible via the catalogue of the library; they did not realize that e-books have indexes as print books do; and they did not know the distinctions between library platforms. These facts all point to the value of user education. The significance of students, faculty, and librarians checking e-book platforms before committing to purchasing individual platforms. The authors note that more research is required on ebook engagement with users, how e-books are used to assimilate data, and how e-books are searched by groups other than undergraduates. By improving bibliographic records with summary and table of contents notes and lobbying for their inclusion in vendor-supplied records (Harken and Sassen: 2014), libraries will make their collections more available to users.
Today, the use of information technologies in the creation, distribution and access of information resources is a necessity.
Bibliographical text databases, e-journals, e-books, open accomplishments, and blogs are included in electronic services as results of emerging information technology. Many printed materials can be accessed by readers electronically today. In addition, because of its advantages such as portability, storage and rich content, e-books have been increasingly favoured as a mode of reading. Individuals who want to preserve their growth in this reading mode prefer screen reading. Due to the advancement of information technology, reading has become a requirement (Eylül:
2015). Given the role of haptic perception in the experience of digital reading, access to mobile devices can favour behaviours that promote motivation, sense of control, and engagement in literacy (Roskos et. al.:
2014).
Students have been surveyed on the use of eBooks. Findings indicate that as prices decline, their propensity to use eBooks rises, technical developments have contributed to eBooks becoming more than a written text shown in digital format as more up-to - date content is generated by websites. Licensing amendments such as Creative Commons also make it possible for more data to be available to students, allowing more possibilities for student study (Bialaszewski: 2013) The use of eBook for an educational purpose was very helpful to almost all students as they think it is much cheaper, compact and easily accessible from any location and at any point in time. Some of the participants may have discovered usage problems such as no choices for copying paste, etc.; however, most of them expected to use eBooks in the future if the eBooks’ features and characteristics are the same as this book (Oyaid and Alshaya: 2019).