For many years now the promise of digital textbooks surpassing hardcopy texts has been a desired, if not expected, outcome of the ‘digital age’. The suggested gains have been around ease of access, use anywhere anytime, affordability and potential for interactivity. Unfortunately, the results up to now have seen proprietary software limiting both development and access, expensive subscription services and a lack of useful features in the delivered product.
Last year we worked together with Audrey Markowskei, an academic from the Department of Mathematics to trial a paperless work-flow for Maths232. I wrote an earlier post about the background to this pilot study and the difficulties of paperless assignments in mathematics; in this post I’ll share our results.