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Data are collected via in-depth interviews with a purposeful sample of academics, an online survey of students, and product platform usage records from the Distance Education Unit Coordinator. Findings describe institutional change driven by technology integration, detailing both benefits and transition challenges, and propose recommended actions to strengthen implementation and integration into academic programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-and-learning-experiences-with-enhanced-books-in-engineering-math-and-science-courses/599953/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-and-learning-experiences-with-enhanced-books-in-engineering-math-and-science-courses/599953.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which courses and interactive digital products does the study investigate?","Question",{"text":112,"@type":113},"The study focuses on three interactive digital products used in first-year engineering foundation courses, including General Chemistry, Physics I & II, and Calculus I & II.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study collect data?",{"text":117,"@type":113},"Data come from in-depth interviews with instructors (a purposeful academic sample), an online survey of students, and product platform usage data, with additional input from the Distance Education Unit Coordinator.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings emphasize about technology integration?",{"text":121,"@type":113},"Results highlight institutional change enabled by integrating technology, outlining both benefits of digital product use and challenges experienced by instructors, students, and the institution during the transition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599953,1792629522,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses  \nTufan Adiguzel  \nBahcesehir University, Turkey  \nORCID: 0000-0001-6232-1246  \nTayfun Kamit  \nAnadolu University, Turkey  \nORCID: 0000-0003-0557-6466  \nBulent Ertas  \nBahcesehir University, Turkey  \nORCID: 0000-0002-6106-0977  \nReceived: 27 Oct 2019 Accepted: 10 Dec 2019 Published: 17 Dec 2019  \nAbstract  \nThis study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.  \nKeywords: blended learning, e-books, engineering education, math, science  \nINTRODUCTION  \nDigital Textbooks and their Use in Higher Education  \nCurrent advanced technologies, tablets, e-readers and bigger screen smartphones offer a quite comfortable reading experience. The sale of digital textbooks or e-books are increasing and some big retail companies like Amazon are selling more e-books than printed books (Millar & Schrier, 2015) . They are usually cheaper, easier to find and one can carry a ton of books in his or her smartphone, tablet or e-reader. They also offer rich media options like videos, highresolution pictures, animations and similar new technologies. This is an important aspect regarding today’s university students since they are more comfortable with new technologies and becoming more tech-savvy every year (Weisberg, 2011) . On the other hand, there are some discussions on whether digital textbooks will be dominant in higher education and if students  \nwill prefer digital over print. Development and rapid growth of technology provides a ground and make it easy to be happen that people prefer to use digital materials. Recent studies and reports on digital versus printed books give insights like a-large scale e-textbook implementation in a high school, preferring e-textbooks due to having high cost printed ones, and having high advantages on distribution of the digital on what students’ or faculties’ preferences will be (Joo, Park, & Shin, 2017; Martin, Belikov, Hilton III, Wiley, & Fischer, 2017; Reynolds, 2011) and digitalis getting ahead.  \nWith open educational resources (OER), the cost of printed textbooks students have to deal with is reduced (Fischer, Hilton, Robinson, & Wiley, 2015) . In addition, most recently eLearning compatibility standards, like the latest cmi5, have provided powerful tools for any student in an online or computer-based learning environment and made the delivery of the content quicker and robust and again at a lower cost. With digital textbooks’ ease of use and having the powerful tools they bring to the classroom, literature showed that digital textbooks contribute to innovative teaching and learning practices (Benoit, 2018) .  \nIn today, even with advanced technologies and their benefits, adopting e-books over their printed options remains as an issue. While some studies suggested that digital textbooks were adopted by students, mainly because of affordability and accessibility (Fischer et al., 2","cbCaicdfEADkCNa6","https://ap.wps.com/l/cbCaicdfEADkCNa6","pdf",358605,16,"English","# Introduction\n## Digital Textbooks and their Use in Higher Education\n## Blended Learning","[{\"question\":\"Which courses and interactive digital products does the study investigate?\",\"answer\":\"The study focuses on three interactive digital products used in first-year engineering foundation courses, including General Chemistry, Physics I \\u0026 II, and Calculus I \\u0026 II.\"},{\"question\":\"How does the study collect data?\",\"answer\":\"Data come from in-depth interviews with instructors (a purposeful academic sample), an online survey of students, and product platform usage data, with additional input from the Distance Education Unit Coordinator.\"},{\"question\":\"What do the findings emphasize about technology integration?\",\"answer\":\"Results highlight institutional change enabled by integrating technology, outlining both benefits of digital product use and challenges experienced by instructors, students, and the institution during the transition.\"}]","Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses | PDF",1792089749]