Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks

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. Evaluat...

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Autores principales:	Scott Woodward, Adam Lloyd, Royce Kimmons
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational resources open pedagogy open textbooks Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0e970507d8e4466497a3941856a12b8b
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spelling	oai:doaj.org-article:0e970507d8e4466497a3941856a12b8b2021-12-02T19:20:53ZStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks10.19173/irrodl.v18i6.31701492-3831https://doaj.org/article/0e970507d8e4466497a3941856a12b8b2017-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3170https://doaj.org/toc/1492-3831Advocates 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 copyright-restricted. 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. Scott WoodwardAdam LloydRoyce KimmonsAthabasca University Pressarticleopen educational resourcesopen pedagogyopen textbooksSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 6 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open pedagogy open textbooks Special aspects of education LC8-6691
spellingShingle	open educational resources open pedagogy open textbooks Special aspects of education LC8-6691 Scott Woodward Adam Lloyd Royce Kimmons Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
description	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 copyright-restricted. 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.
format	article
author	Scott Woodward Adam Lloyd Royce Kimmons
author_facet	Scott Woodward Adam Lloyd Royce Kimmons
author_sort	Scott Woodward
title	Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
title_short	Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
title_full	Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
title_fullStr	Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
title_full_unstemmed	Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
title_sort	student voice in textbook evaluation: comparing open and restricted textbooks
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/0e970507d8e4466497a3941856a12b8b
work_keys_str_mv	AT scottwoodward studentvoiceintextbookevaluationcomparingopenandrestrictedtextbooks AT adamlloyd studentvoiceintextbookevaluationcomparingopenandrestrictedtextbooks AT roycekimmons studentvoiceintextbookevaluationcomparingopenandrestrictedtextbooks
_version_	1718376779300732928

Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks

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