Descriptive Analysis of the E-Textbook Situation in Quebec

Descriptive Analysis of the E-Textbook Situation in Quebec

• Normand Roy, Université de Montréal, Canada

• Priscilla Boyer, Université du Québec à Trois-Rivières, Canada

• Monique Lebrun, Université du Québec à Montréal, Canada

• Ghislain Samson, Université du Québec à Chicoutimi, Canada

doi : https://dx.doi.org/10.18162/fp.2022.649

Résumé

In this study, we will describe and compare the digital components present in Quebec’s e-textbooks for five different subject matters between 2015 and 2018. To do so, we analyzed 133 e-textbooks from secondary 1 to 5 using different observation grids. The added value of technology in e-textbooks was assessed based on three categories: hypertextualization (intertextuality, hypertextuality and hypertext), multimodality (videos, images and animations) and interaction (feedback, activities and simulation). Results showed that half of the e-textbooks are only digitized versions of the paper textbooks. The other half introduce different varieties of multimedia. To conclude, we will propose a reflection on the value of e-textbooks in the high school system.

Abstract

In this study, we will describe and compare the digital components present in Quebec’s e-textbooks for five different subject matters between 2015 and 2018. To do so, we analyzed 133 e-textbooks from secondary 1 to 5 using different observation grids. The added value of technology in e-textbooks was assessed based on three categories: hypertextualization (intertextuality, hypertextuality and hypertext), multimodality (videos, images and animations) and interaction (feedback, activities and simulation). Results showed that half of the e-textbooks are only digitized versions of the paper textbooks. The other half introduce different varieties of multimedia. To conclude, we will propose a reflection on the value of e-textbooks in the high school system.