One college’s use of an open psychology textbook

Hilton, John; Laman, Carol

doi:10.1080/02680513.2012.716657

Cited by 94 publications

(106 citation statements)

References 6 publications

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“…These findings echo those of other studies that have discovered lower withdrawal rates, higher completion rates, and greater enrolment intensity following OER adoption (Hilton & Laman, 2012;Hilton, Fischer, Wiley, & William, 2016). Indeed, thirteen studies (with an aggregated sample of 119,720 students) that have investigated the impact of OER adoption on course performance found that 95% of these students have achieved the same or better outcomes when using OER Wiley et al, 2016).…”

Section: Introductionsupporting

confidence: 83%

Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

Jhangiani

2017

IRRODL

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Section: Introductionsupporting

confidence: 83%

Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

Jhangiani

2017

IRRODL

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“…Students have also consistently reportedparticularly in the case of open textbooks -that OER have helped them financially (Pitt, 2015). OER use has also been correlated with higher test scores and lower rates of attrition (Hilton & Laman, 2012) though it is more common to find that use of OER delivers equivalent student satisfaction and performance at massively reduced cost (Feldstein et al, 2012;Wiley et al, 2012). …”

Section: Introductionmentioning

confidence: 99%

Who are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

Farrow

Arcos

Pitt

et al. 2015

European Journal of Open, Distance and E-Learning

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Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion. Abstract in SpanishA pesar del potencial de los recursos educativos abiertos (REA) a la hora de ampliar las oportunidades de aprendizaje, existe poca investigación sobre su impacto en el aprendizaje no formal. Este estudio presenta los resultados de una encuesta realizada entre 2013 y 2014 para recoger datos demográficos, de actitud y comportamiento de más de 3.000 usuarios de tres diferentes repositorios de REA, con especial atención a la relación entre el estudio formal y no formal. El análisis de frecuencias muestra marcadas diferencias en las pautas de uso, perfil del usuario, actitudes hacia los REA, tipos de recursos utilizados y popularidad de diferentes materias. Las distintas plataformas registran experiencias de uso de REA similares en lo que se refiere a satisfacción e impacto sobre comportamiento futuro. Aquellas personas que aprenden en un contexto no formal se muestran muy positivas acerca del uso de REA y manifiestan su intención de continuar usando estos recursos. La transición hacia el aprendizaje formal tras el uso no formal de REA se presenta, sin embargo, polarizada entre aquellos que perciben el estudio formal más probable y los que lo perciben menos probable. En general, mientras que las personas que aprenden en un contexto no formal se muestran entusiastas del uso de recursos gratuitos en la red, se observa la falta de entendimiento del concepto de REA entre los diferentes grupos encuestados. La última sección explora una serie de conclusiones entre las que se encuentran...

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“…Such freedom makes these resources especially useful for online and distance learning scenarios because online instructors and course developers can freely share, remix, and employ direct-linking to resources rather than operating within the strict limitations of fair use (Belikov & Kimmons, in press). Research into open textbooks has yielded neutral-positive results for learning outcomes, meaning that students using open textbooks generally perform as well as or better than students using restricted textbooks, and have also yielded positive results for cost savings (Bliss, Hilton, Wiley, & Thanos, 2013;Fischer, Hilton, Robinson, Wiley, 2015;Hilton & Laman, 2012;Mtebe & Raisamo, 2014;Prasad & Usagawa, 2014;Robinson, Fischer, Wiley, & Hilton, 2014;Walker, 2007), but there is need to expand the literature in the area of textbook quality and to enact a paradigmatic shift in how we think about educational resource quality assurance. This is especially pertinent for professionals in ODL as a shift to open textbooks will need to be supported by studies on resource quality to help bolster the perceived overall quality of online learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Voice in Textbook Evaluation: Comparing OpStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooksen and Restricted Textbooks

Woodward

Lloyd

Kimmons

2017

IRRODL

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Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a project management course at a university in the western U.S. and their instructor. Evaluators used their own student-created metric to analyze the comparative quality of eight graduate-level project management textbooks, two of which were open and six copyrightrestricted. The purposes of this study were to assess the comparative quality of low-cost open textbooks and traditional copyright-restricted textbooks and to identify key student-generated criteria wherein all textbooks may be improved to better serve student needs. The analysis revealed that textbooks can be rigorously and meaningfully evaluated by students, that open textbooks can compete with restricted textbooks in terms of quality, and that polyphonic approaches to textbook evaluation can be valuable for learning. We discuss the implications of open textbooks as viable, high-quality classroom options, and the importance of valuing both student voice and instructor perspectives to ensure the highest quality textbook selection for courses in higher education.

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One college’s use of an open psychology textbook

Cited by 94 publications

References 6 publications

Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

Investigating the Perceptions, Use, and Impact of Open Textbooks: A survey of Post-Secondary Students in British Columbia

Who are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

Student Voice in Textbook Evaluation: Comparing OpStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooksen and Restricted Textbooks

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