But What Do The Students Think: Results of the CUNY Cross-Campus
                        Zero-Textbook Cost Student Survey

Brandle, Shawna M.; Katz, Stacy; Hays, Anne; Beth, Amy; Cooney, Cailean; DiSanto, Jacqueline M.; Miles, Linda; Morrison, Abigail

doi:10.5944/openpraxis.11.1.932

Cited by 35 publications

(35 citation statements)

References 3 publications

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“…Unfortunately, this practice has been shown to have an impact on the student experience in the current higher education context. This is due to the high cost of textbooks, which can potentially prove to be an access barrier to essential educational resources (Brandle et al, 2019). In fact, as of 2017, the U.S. Bureau of Labor Statistics reported that the cost of textbooks rose by 142% over the last decade and a half, which represents a rate that is four times that of inflation (U.S. Bureau of Labor Statistics, 2017).…”

Section: Resultsmentioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Section: Resultsmentioning

confidence: 99%

Untitled

2020

ije

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“…2. For analysis of OER from students' perspectives, see Brandle et al (2019) and Jaggars, Folk, and Mullins (2018). For analysis of faculty opinions of OER, see Allen and Seaman (2014).…”

Section: Supplementary Materialsmentioning

confidence: 99%

It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups

Brandle

2020

APSC

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The Introduction to American Government course, and its textbook, is a nearly universal experience for students in American colleges and universities, but what exactly is being taught in this course? Do the textbooks used in this widely taught course accurately reflect the diversity of populations and experiences in the United States? More specifically, how do textbooks for Introduction to American Government cover historically marginalized groups, if at all? This article builds on previous work by analyzing the representation of individual historically marginalized groups to conduct index search and content analyses on traditionally published and openly licensed (i.e., open educational resources [OER]) textbooks. This study finds that American government textbooks include little coverage of any historically marginalized groups, and that OER textbooks are average in this respect, doing neither better nor worse than their traditionally published counterparts.

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“…Examining student perceptions of textbook cost is a relatively new endeavor in this area, and much of the focus is on comparing the quality or efficacy of traditional textbooks to OER. There are a handful of studies that explore student perceptions of impact of the cost of course materials on their quality of life; how cost impacts student success; and how students describe their engagement with course materials (Brandle et al, 2019;Martin, Belikov, Hilton, Wiley & Fischer, 2017;Stein, Hart, Keaney & White, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…City University of New York (CUNY) developed a zero textbook program and conducted a survey (N=890) to determine student perceptions of the program (Brandle et al, 2019). Fifty-five percent of participants indicated that the top benefit of the zero textbook program was cost savings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The second highest ranking benefit was ease of access. Indeed, ease of access had an impact on student use of the textbook, as 90% of participants indicated that they accessed the textbook before or during the first week of class (Brandle et al, 2019). When asked to compare ease of access to their traditional textbook courses, 76% indicated that the zero textbook courses provided easier access than traditional textbook courses.…”

Section: Literature Reviewmentioning

confidence: 99%

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Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success

Wittkower

2019

Open Praxis

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To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic success. The results reveal that students feel that the cost of required textbooks is unreasonable and that students are more likely to purchase required textbooks for in-major classes than for elective or general education courses. The most common means of reducing costs are purchasing from a vendor other than the campus bookstore, renting, or sharing books with classmates. Implications for academic success included not purchasing required textbooks or withdrawing from a course due to not having the materials. Students whose majors are housed in the College of Business have the highest textbook costs.

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But What Do The Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey

Cited by 35 publications

References 3 publications

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Untitled

It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups

Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success

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