| As digital content, e-Textbooks display text on the screen, integrate multimedia within textual components, and allow reading on portable devices, which make learning highly interactive, flexible, and immediately accessible. They also increase students' engagements in learning, and make learning content portable, transferrable, and searchable. Those advanced features did not bring a boom in using e-Textbooks in education. The adoption of using e-Textbooks in higher education is still far from its confirmation stage. The purpose of this study was to examine the relationship between the perceived attributes of using e-Textbooks by instructors and their actual use of e-Textbooks in higher educational settings, to discuss the factors that prevent instructors from using e-Textbooks in teaching, and to provide statistical evidence for promoting digital content and e-Textbooks in higher education in the future. A quantitative study was conducted to measure instructors who are from public universities in the college of education on how they perceived using e-Textbooks in higher education. Several factors emerged to explain the relationships between instructors and using e-Textbooks. With the findings, it suggests instructors, e-Textbooks publishers, institutions, and instructional designers need to work collaboratively to enhance the use of e-Textbooks in higher education. |
