Cost-savings achieved in two semesters through the adoption of open educational resources

Hilton, John; Robinson, T. Jared; Wiley, David; Ackerman, Jordan

doi:10.19173/irrodl.v15i2.1700

Cited by 79 publications

(75 citation statements)

References 25 publications

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“…In a study by Bliss et al (2013b), over 80 percent of students reported they often or always purchase the required text for their courses, and over 80 percent of the same students reported spending over $200 on these texts each semester. In another study the cost savings for students at a university would be greater than $1 million if only five percent of the student population used an open textbook rather than a traditional copyrighted textbook (Hilton et al, 2014).…”

Section: Cost Savings Of Oermentioning

confidence: 99%

Student Perceptions of College Faculty Who Use OER

Vojtech

Grissett

2017

IRRODL

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Research indicates that students find open educational resources (OER) favorable, but there is no research regarding students' perceptions of faculty who use open textbooks. In the present study we examined this topic experimentally with two undergraduate psychology courses at a small public university. Participants read two passages-one about an instructor using an open textbook and another using a traditional copyrighted textbook-and rated each instructor on a range of characteristics throughclosed-and open-ended questions. Participants rated faculty using an open textbook higher on kindness, encouragement, and creativity than faculty using a traditional copyrighted textbook, and were more likely

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Section: Cost Savings Of Oermentioning

confidence: 99%

Student Perceptions of College Faculty Who Use OER

Vojtech

Grissett

2017

IRRODL

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“…One study found that the average textbook price was $90.00 at seven different colleges across multiple general education courses that included science, mathematics, humanities, and business disciplines (Hilton, Robinson, Wiley, & Ackerman, 2014).…”

Section: Introductionmentioning

confidence: 99%

Higher Education Faculty Perceptions of Open Textbook Adoption

Jung

Bauer

Heaps

2017

IRRODL

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The high cost of tuition and textbooks can have a negative impact on potential students from lower Specifically, this study uses the COUP framework to examine: (1) cost reduction, (2) outcomes, (3) uses, and (4) the faculty perceptions of the quality of OpenStax textbooks. Additionally, we expanded the framework to address (5) the relationship between the perceived quality of the OpenStax textbook and the faculty perception of student performance, (6) the faculty's intention to continue to adopt OpenStax textbooks, and (7) the perceived importance of accessibility to faculty who use OpenStax textbooks. Overall, the findings suggest that a significant amount of financial savings and a number of pedagogical shifts can be supported by the use of OpenStax textbooks.

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“…Although textbooks are valuable learning resources, their costs have risen dramatically, in some instances making them costprohibitive for many students. Hilton, Robinson, Wiley and Ackerman (2014) found that the average textbook price across seven colleges and multiple general education classes was $90.00. Furthermore, during the 2015-2016 academic year, textbook and supplies costs for a college student ranged from $1,249-$1,364 (College Board, 2016).…”

Section: Introductionmentioning

confidence: 99%

Measures of student success with textbook transformations: the Affordable Learning Georgia Initiative

Croteau

2017

Open Praxis

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In 2014, the state of Georgia's budget supported a University System of Georgia (USG) initiative: Affordable Learning Georgia (ALG). The initiative was implemented via Textbook Transformation Grants, which provided grants to USG faculty, libraries and librarians, and institutions to "transform their use of textbooks and other learning materials into using lower cost options", in other words to use open educational resources (OER) in lieu of a traditional bound textbook. The Round One Textbook Transformation Grants have already shown to be successful in that they saved students approximately $760,000. What is not known, is the collective impact on student learning. This study examines the learning gains or losses pre-and post-transformation in ALG Round One courses where traditional resources were replaced with OER. It estimates differences between pre-and post-textbook transformation across the following outcomes: 1) Drop Fail Withdraw (DFW) rates, 2) rates of completion, 3) numbers of students receiving a final grade of A or B, C and D, 4) numerical final grades as a percent, 5) final exam grades as a percent, and, 6) course-specific assessment grades measured in percent. Twenty-four data sets were analyzed for DFW rate, eight data sets for completion rate, fourteen data sets for grade distribution, three data sets for final exam grades, three data sets for course specific assessment and one data set for final grades. The null hypothesis that there would be no differences between pre-and post-transformation rates in these learning outcomes was supported. Thus, this study demonstrates that the USG's ALG initiative helped students save money without negatively impacting learning outcomes. In addition, it is the first of its kind to measure some of these learning outcomes (e.g. final exam grade, assessment grade, and distribution of letter grades) at this scale.

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Cost-savings achieved in two semesters through the adoption of open educational resources

Cited by 79 publications

References 25 publications

Student Perceptions of College Faculty Who Use OER

Student Perceptions of College Faculty Who Use OER

Higher Education Faculty Perceptions of Open Textbook Adoption

Measures of student success with textbook transformations: the Affordable Learning Georgia Initiative

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