Textbook Technology Supplements: What Are They Good For?

Abstract

Technology supplements to college textbooks, such as self-guided quizzes and exercises available over the Internet, have become commonplace. The current study examined student perceptions regarding the utility of technology supplements that accompanied a public speaking fundamentals textbook. At semester's end, students reported the supplements to be less useful than they had expected. The supplements were perceived to be more useful by females than by males. The supplements were reported to be more useful when they were required than when they were not. Students perceived technology supplements to be most helpful as study aids and speech preparation tools, but only when they worked properly, were required, and were related directly to course objectives. Instructors are ultimately responsible for ensuring that technology supplements function properly for their students.

Keywords:

• Technology-Enhanced Learning
• Public Speaking
• Higher Education
• Instructional Supplements
• Textbook Marketing

Additional information

Notes on contributors

Deanna D. Sellnow

Deanna D. Sellnow (PhD, 1991, University of North Dakota) is Professor and Basic Course Director

Jeffrey T. Child

Jeffrey T. Child (BS, 2002, Wayne State College) is a doctoral student and Teaching Associate in the Department of Communication, North Dakota State University

Stephanie L. Ahlfeldt

Stephanie L. Ahfeldt (PhD, 2003, North Dakota State University) is Assistant Professor in the Department of Communication Studies and Theatre Arts at Concordia College of Moorhead, Minnesota