EBooks in the Ohio State University Proposal

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The Internal Problem-Solving Proposal is about shifting from using TextBooks to EBooks in the Classes at The Ohio State University improves research. The research shows the Ebooks will increase research time at reduced student and school expenses. The students can research the Ebooks any time and any place.

With the Ebooks, the students can save transportation money visiting the physical library. The students are never fined for late book returns. The students are not burdened with lost or damaged books. Indeed, the Ebooks proposal must be set into motion.


Online EBook enhances library research. The research focuses on the implementation of the Ebook version of the physical Textbooks. The textbooks are used in classes at Ohio State University.

Proposed Program

First, the proposed Ebooks program reduces wasted paper. The physical library can be classified as one of the obstacles to the school’s jumping into the preferred faster pace of the paperless information technology. The physical textbooks’ pages will deteriorate, unlike EBook collections.

The physical library books will gather dust on the student’s books shelves. Consequently, the students may have to throw away the deteriorated textbooks. The students may have to discard an old book eaten by a cockroach. The increase in the physical books’ use will precipitate to an increase in the deterioration speed of the physical textbooks.

The only way to reduce the physical textbooks’ deterioration speed is to prevent the students from using or opening the textbooks. The students will have to keep the books inside a tight bookshelf to prevent overuse. In this case, the books’ deterioration speed is reduced.

Alan Jenkins (Jenkins, 2003, p. 79) insists that “The analyses reveal ways in which it is possible to work to strengthen the connections between teaching and research and highlight that it is valid and important for universities to address the nexus through measures consistent with their mission, goals, and objectives. Since universities differ, it is appropriate that the means also differ.”

The quote clearly shows that the school’s teaching and research are enhanced with information technology’s Ebook version of the Textbooks since the cost of replacing decayed textbooks is eliminated. On the other hand, the implementation of the EBooks as school textbook replacement will eliminate paper waste. The proposed Ebook version of the lessons discussed in the classes at Ohio State University does not gather dust.

The EBooks are not worn from constant reading of the online books. The EBooks are not damaged by rain, which increases the books’ deterioration. The EBooks are not in danger of being sunburned from students bringing the library books from the school premises to their homes. The EBooks are not in danger of getting mildew or being moist from the humid school weather.

The Ebooks are not in danger of being dropped. There are several comments favoring the installation of the Ohio State University EBook version of the classroom textbook used in the classes of Ohio State University. Tom Koch (1996, p77) emphasized that “We know things are out there which might help the people in their personal lives… How to find the data online, or resources that will lead to it, is a problem.

After all, almost no one remembers every book, article, or reference work they have read.” Further, Robert Dub off ( 2000) insists “The Internet is the greatest story yet of Strategic Anticipation. Its promise still deals mostly with the future; businesses that now generate quarterly losses but enjoy remarkable market capitalization could only be about the future.”

Furthermore, Laura Gurak (2002) theorizes that “Over the past few years, researchers in technical communication have begun to realize that the interactions taking place via computer-mediated communication present a rich spectrum of data for research.”Further, Gregory Rosston (1997) insists that “We believe gaining a systematic understanding of the “social” issues is a worthwhile objective for both intellectual and policy reasons.

According to many observers, there are important societal and political consequences if a “digital divide” should long endure.” These quotes prove the Textbooks disadvantage of old books turning into deteriorating paper waste is eliminated. Second, the proposed EBooks program reduces student cost. The use of online Ebooks reduces the cost of lost books.

Some students cannot afford costly classroom textbooks. Consequently, the poor students must resort to borrowing the textbooks from the Ohio State University library. Consequently, the library will have to charge the poor students for the cost of lost library-owned classroom textbooks. Some college textbooks cost 50 dollars, and other classroom textbooks cost $10.

The students will surely feel the pain of paying large amounts of cash for the lost library-owned books. Sometimes students cannot avoid accidents. Accidents include students leaving their library books on the bus, in the office, in the trains, on airplanes, and other restaurants. When the students return, the students can no longer locate the books.

When this happens, the students are required to pay for the lost library books. Further, Robert Hoffman (1992, p. 12) stated: “The connection between knowledge and expertise itself is not clearly understood, though the phrases knowledge-based system and expert system tend to be used interchangeably as if all expertise were knowledge like.”Explaining the importance of promoting the Ebook version of college textbooks is an uphill battle.

However, learning the importance of using the Ebook version can be easily achieved when the advantages of implementing the Ebook version are vividly explained to the detractors of converting the current Physical textbooks with the EBooks version.

With the Ebook version of the textbook of the Classes at the Ohio State University, the students do not have to worry about paying for any unrecovered lost books. The fear of losing textbooks is eliminated. The students are scared of the task of ensuring the library-owned borrowed textbooks are not damaged from the sun’s harsh rays and the winter’s icy temperatures.

The students will never fear to answer unexpected rain-drenched library books. With the Ebooks collection; the student can just log on to the school’s exclusive EBook collection of Ohio State University textbooks and other references. The students can log off from the school’s EBooks collection and forget about the location of the selected EBook.

Consequently, the students do not have to worry about paying for the lost or damaged physical textbooks. With the physical library, the poor students have to pay fines for delayed returned of borrowed textbooks. Since some students cannot afford to buy the physical textbooks, they have to borrow the textbooks from the Ohio State University library for a limited period.

Normally, the library normally lends books to students on a limited time basis. Some students are allowed to borrow books for one week. Other students are given a few days to return the library books. Other students are given the privilege to borrow books for one month. On the other hand, the school library refuses to lend some rare books and references to the students.

The library only allows the students to use some books inside the library premises. When this happens, the students have to pay fines for violating school policies on bringing out prohibited books. With the EBook version of the college Textbook, the poor students can afford to pay the Ebook fee, which is cheaper than the physical textbook’s cost.

Further, the Ebooks in the Classes at the Ohio State University will contain library textbook collections that are available 24 hours a day. One can read any EBook version of the classes’ physical textbooks seven days a week. There is no cost wasted buying another book to replace a lost textbook. The student can access the Ebooks collection from one’s workplace, saving transportation cost.

To save on travel expenses from work to school, the working student can browse the school’s EBook version of the classroom textbooks from one’s New York location. The New York student can finish one’s assignment from New York. The student will surely benefit from the Ebooks collection. Also, the students can just log in to the school’s EBooks collection of all textbooks used at Ohio State University.

With just the click of the mouse, the students can easily locate the preferred EBook from the school’s official online site containing online copies of the physical textbook versions. The student can find any book by just clicking on the computer mouse. The use of the EBooks reduces the time needed to search for references for a prescribed school topic.

The student will have to spend time searching for the references on the appropriate topic. Further, the implementation of the EBooks research system reduces the time-related cost of copying notes from the physical library books. The student will have to spend time copying notes from the physical books. The student has to spend four hours just copying notes four or more chapters from one book.

The student may be prohibited from borrowing some rare or costly books. Some rare books, such as historical references, are hard to find. Sometimes, students have to fall in a long line to borrow a book. At times, there are ten or more students lined up to borrow the same rare library books. Sometimes, the student has to wait for four or more days for another student to return the required reference books.

When the delay happens, the student is not able to copy the notes from books. Consequently, the student will not be able to submit the assignments on time. Spending more time reading physical textbooks makes the student hungry. Consequently, the student has to buy food. Buying food increases the students’ cost of using physical textbooks.

Also, the student will be able to copy the EBooks notes using the Ohio State University’s EBook collection of physical textbooks. The student can visit any computer shop and log on to the school’s EBook website. The student can print the chosen topics from the computer shop. Another student can log on to the school’s EBook website from one’s workplace, in California.

The student can select the EBook pages to be copied. The student can copy paste the chosen topics or images onto the word file. The student can later print the chosen topic from one’s place of work. Third, the proposed EBooks program develops public relation for the university on sustainability. The implementation of the EBook version helps the environment.

The environment will be better off in a paperless information technology environment. The EBooks collection will never deteriorate. The Ebooks collection of the Classes at Ohio State University does not gather dust. The EBooks are not worn from constant reading of the online books. The EBooks are not damaged by rain, which increases the books’ deterioration.

The EBooks are not in danger of being sunburned from students bringing the library books from the school premises to their homes. The EBooks are not in danger of getting mildew or being moist from the humid school weather. The Ebooks are not in danger of being dropped. Consequently, the EBooks are not burned or thrown to the waste can, causing pollution to the environment.


The physical textbook is a costlier and more time-consuming research alternative compared to the EBook version. The Ebook version reduces wasted paper. The Ebook version lessens student costs. The student version develops public relation for the university on Sustainability. For the student who cannot afford to buy the physical textbooks, they have to pay fines for delayed books, pay for the cost of lost books, and wait in line for an available copy of the highly borrowed physical textbooks.

Implementing the EBook version, the students do not have to worry about paying for lost or damaged physical textbooks. Indeed, the Ebook version should be implemented to save on student costs, attain public relationship for the university’s sustainability, and reduce wasted paper.


Duboff, R. (2000). Market Research Matters. New York: J Wiley & Sons Press.

Gurak, L. (2002). Research in Technical Communication. Westport: Praeger Press.

Hoffman, R. (1992). The Psychology of Expertise. Mahwah: Lawrence Erlbaum Press.

Jenkins, A. (2003). Reshaping Teaching in Higher Education. New York: Kogan Press.

Koch, T. (1996). The Message is the Medium: Online All the Time for Everyone. Westport: Praeger Press.

Rosston, G. (1997). Interconnection and the Internet. Mahwah: Lawrence Erlbaum Press.

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