Does the Type of Textbook Matter? Results of a Study of Free Electronic Reading Materials at a Community College

Medley-Rath, Stephanie

doi:10.1080/10668926.2017.1389316

Cited by 11 publications

(14 citation statements)

References 31 publications

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“…Research on OER has included examinations of how much students use their textbooks, the strategies involved when reading their textbooks, and methods of accessing their textbooks (e.g., Hendricks, Reinsberg, & Rieger, 2017; Jung, Bauer, & Heaps, 2017; Medley-Rath, in-press). Three studies that specifically examined the use of psychology OER were reviewed.…”

Section: Resultsmentioning

confidence: 99%

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Clinton

2018

Psychology Learning & Teaching

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Open educational resources (OER) have been developed to free students from the expense and instructors from the restrictions of commercial materials. There has been a wealth of empirical examination on numerous aspects of OER. The purpose of this narrative review is to synthesize and integrate the findings on OER in psychology to assist instructors in making informed decisions about course materials. Topics in this review were organized according to the Cost, Outcomes, Usage, and Perceptions framework. Results indicated that OER adoption yielded cost savings while generally having similar or better outcomes in terms of grades. Students typically reported similar use and perceptions of OER compared to commercial course materials. Resources for instructors interested in OER are described. Criticisms of OER, such as concerns about quality, are addressed as well as limitations of reviewed research and future directions for research and development of OER.

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Section: Resultsmentioning

confidence: 99%

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Clinton

2018

Psychology Learning & Teaching

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“…Indeed, in two studies comparing performance on researcher-developed, objective learning measures, students enrolled in courses with commercial textbooks outperformed students enrolled in courses with open textbooks (Gurung, 2017). However, there have been numerous studies on open textbooks indicating no meaningful differences in learning compared with commercial textbooks (e.g., Clinton, 2018; Engler & Shedlosky-Shoemaker, 2019; Jhangiani, Dastur, Le Grand, & Penner, 2018; Medley-Rath, 2018) that need to be considered alongside Gurung’s (2017) findings. For this reason, a meta-analysis in which the overall efficacy of open textbooks across studies were summarized would be informative for instructors, administrators, and policymakers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many studies have examined differences in learning performance as well as course withdrawal rates between open and commercial textbooks (see Hilton, 2016, 2018, for reviews). However, results have been mixed with some showing positive results (Colvard, Watson, & Park, 2018; Hilton, Fischer, Wiley, & Williams, 2016), some showing negative results (e.g., Gurung, 2017), and some showing no difference between commercial and open textbooks (Allen et al, 2015; Grissett & Huffman, 2019; Medley-Rath, 2018). The purpose of this article is to meta-analyze the research findings comparing learning performance and course withdrawal rates between open and commercial textbooks.…”

mentioning

confidence: 99%

Efficacy of Open Textbook Adoption on Learning Performance and Course Withdrawal Rates: A Meta-Analysis

Clinton

Khan

2019

AERA Open

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Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = .87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = .005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K–12 education, outside of North America, and that better examine student characteristics, are discussed.

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“…Research on OER has included examinations of how much students use their textbooks, the strategies involved when reading their textbooks, and methods of accessing their textbooks (e.g., Hendricks, Reinsberg, & Rieger, 2017;Jung, Bauer, & Heaps, 2017;;Medley-Rath, 2017). Three studies that specifically examined the use of psychology OER were reviewed.…”

Section: Usementioning

confidence: 99%

Cost, outcomes, use, and perceptions of Open Educational Resources in psychology: A narrative review of the literature

Clinton¹

2018

Preprint

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Open educational resources (OER) have been developed to free students from the expense and instructors from the restrictions of commercial materials. There has been a wealth of empirical examination on numerous aspects of OER. The purpose of this narrative review is to synthesize and integrate the findings on OER in psychology to assist instructors in making informed decisions about course materials. Topics in this review were organized according to the COUP framework of cost, outcomes, use, and perceptions. Results indicated that OER adoption yielded cost savings while generally having similar or better outcomes in terms of grades. Students typically reported similar use and perceptions of OER compared to commercial course materials. Resources for instructors interested in OERs are described. Criticisms of OER, such as concerns about quality, are addressed as well as limitations of reviewed research and future directions for research and development of OER.

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Does the Type of Textbook Matter? Results of a Study of Free Electronic Reading Materials at a Community College

Cited by 11 publications

References 31 publications

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Efficacy of Open Textbook Adoption on Learning Performance and Course Withdrawal Rates: A Meta-Analysis

Cost, outcomes, use, and perceptions of Open Educational Resources in psychology: A narrative review of the literature

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