Over the last twenty years, studies have shown that most university students prefer reading their academic texts in print format over electronic (e.g., Dilevko and Gottlieb, 2002; Liu, 2006; Li et.al., 2011; Mizrachi et al., 2021). But when the COVID-19 pandemic struck in 2020, institutions worldwide were forced to close their campuses and move to remote learning. Libraries closed to the public and curtailed their services severely. Suddenly students had no reading format choice and had to use e-format. This study investigated how the COVID restrictions affected their reading format attitudes and behaviors. We addressed these research questions:
- What is the impact of forced remote learning on students’ academic reading format attitudes and preferences?
- Do students report changes in their reading and learning engagement strategies?
- How do students’ collective reading format preferences and behaviors compare to those documented before COVID?
We defined academic texts as textbooks, scholarly books, book chapters, and journal articles in different formats used for coursework or academic projects. Print format included texts originating on paper and printouts from an electronic source. Electronic reading was reading on any digital device.
The survey contained some original questions and others adapted from the previously validated ARFIS survey (Mizrachi, et.al, 2018). It was distributed to students at a North American research university in March 2021, at the height of the pandemic. 234 responses were received and analyzed. Descriptive analysis was generated with SPSS and Excel programs.
Results showed an increased dislike towards e-format, and that most students still believed print to be the best medium for focusing and remembering information. However, we cannot generalize that the increased dislike is a permanent condition. It may just be a temporary outcome of the exclusive remote learning mode during this unprecedented time. As students become more accustomed to digital learning, it is possible that comfort levels and confidence in their ability to learn using e-readings will increase; and as instructional modalities move back towards pre-pandemic norms, it is possible that students’ attitudes towards e-reading will become more favorable.
References
- Dilevko, J., & Gottlieb, L. (2002). Print sources in an electronic age: A vital part of the research process for undergraduate students. The Journal of Academic Librarianship 28(6), 381–392.
- Li, C., Poe, F., Potter, M., Quigley, B., & Wilson, J. (2011). UC Libraries academic e-book usage survey. Retrieved March 4, 2022 from https://escholarship.org/content/qt4vr6n902/qt4vr6n902.pdf
- Liu, Z. (2006). Print vs. electronic resources: A study of user perceptions, preferences, and use. Information Processing & Management 42(2), 583¬–592.
- Mizrachi, D., Salaz, A. M., Kurbanoglu, S., Boustany, J., & ARFIS Research Group. (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PloS one, 13(5), e0197444.
- Mizrachi, D., Salaz, A. M., Kurbanoglu, S., & Boustany, J. (2021). The Academic Reading Format International Study (ARFIS): final results of a comparative survey analysis of 21,265 students in 33 countries. Reference Services Review, 49(3-4), 250–266. Retrieved from https://doi.org/10.1108/RSR-04-2021-0012
Diane Mizrachi
University of California Los Angeles, USA