Internet Learning Volume 7, Number 1 • 2018/2019 | Page 13

Internet Learning Journal
Some studies suggest that students
tend to prefer physical copies of
books (Marques, 2012) and that electronic
reading takes more time and
creates more eye strain (Jeong, 2010).
Other studies report that the majority
of college students prefer electronic resources
(Al-Hariri & Al-Hattami, 2017)
and that electronic resources can facilitate
better learning (National Research
Center for Distance Education and
Technological Advancements, 2016).
Jeong (2010) and other researchers
have pointed out that studies examining
electronic and physical materials
examine the different values of the
choices, but do not suggest replacing
one with another. Similarly, our study
sought to explore how choice in materials
affects student performance, to provide
more information that can benefit
both institutions and students in making
decisions that best support student
success. Resource type is a personal
preference with complex variables like
cost, eye fatigue, portability, and other
factors playing a role in the reader’s decision.
For academic settings, in particular,
it is important that institutions
and students make informed decisions
about which resource format best supports
learning and success based on student
demographics and type of learning
environment. Our study found that students
assigned electronic or physical
course materials were equally likely to
be successful on different types of assessments,
as well as with overall completion
of the course. Replicating this
study in face-to-face classes or environments
with full-time, 18- to 22-yearold
college students, would yield more
data on the effects of overall learning
environment and learner expectations.
For adult learners in an online environment,
access to course materials,
whether print or electronic, yields equal
performance. Our finding corresponds
with Fischer et al.’s 2015 multi-institutional
study, which found that students
performed similarly whether courses
were offered in an OER or traditional,
print materials format.
Future studies might also consider
the role that different faculty
members teaching a course might play
in student performance regardless of
materials type. In our study, the courses
were taught by several faculty members
and results were pooled. The general
content and assessments of the courses
were the same in this standardized, general
education course. Faculty members’
experience teaching the course
and engagement with students vary
and may have had an impact on student
learning. For instance, instructors may
have taken different approaches to discussing
and explaining the content, and
each has unique interactions with students
to help them further engage and
reflect on the material. Investigating
the potential impact of faculty engagement
strategies on student performance
with different types of course materials
would be an interesting next step
in this study. Examining the impact of
materials type on student performance
in upper level courses would also be
worthwhile as students encounter more
advanced content in their disciplines
and may become more adept at using
different types of learning materials.
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