Evaluation of an electronic book design for development and learning course offered by education faculties

In the present study an interactive electronic book (e-book) was developed to be used for the professional knowledge course covering development and learning theories at education faculties. Candidate mathematics teachers were let to use the e-book and the results of this application were examined in student and lecturer dimensions. The study planned with quasi-experimental method. The lessons of the experimental group were conducted in the blended learning environment where the content of the interactive e-book was used in and out of classroom, whereas the lessons of the control group were done in traditional learning environment. The attitudes of the students were determined twice; prior to and after the implementation. In addition, a scale to determine the level of contentedness of the students in the experimental group was applied. Two different achievement tests called mid-test and final test were applied in order to compare the cognitive behaviors exhibited by the students in experimental and control groups. Another scale was used to determine the ideas of the students in the experimental group about e-books and the environments presenting e-books and their state and preferences about using e-books. Apart from these, interviews and observations were carried out to state the effects of e-books on instructors and students.As a result of the study, it was revealed that there were significant differences between the students in the experiment and control groups in terms of the achievement tests scores and the test scores of the lecturer?s final examination. When the attitudes of the groups were compared, no significant difference was determined between the final attitude scores of the groups. However, it was determined that the increase between the pre and post attitude scores of the experimental group was significant. Both the opinions of the students and the application lecturer about the e-book and the blended learning environment were positive. On the other hand, it was concluded that the students do not use the e-book much out of classroom but they prefer to use it as a supporting material during the lectures instead.