Assessing the Savings from Open Educational Resources on Student Academic Goals

Our study found that most students considered OER to be as good or better in terms of quality and engagement as traditional texts, while also allowing them to put saved funds toward their educational pursuits. As rising costs in higher education affect current and potential students, faculty and st...

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Autores principales:	Tarah K. Ikahihifo, Kristian J. Spring, Jane Rosecrans, Josh Watson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational resources open textbooks engagement quality savings costs Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/49c62bc3a92749ce9fcf94abbd63f49d
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spelling	oai:doaj.org-article:49c62bc3a92749ce9fcf94abbd63f49d2021-12-02T19:25:28ZAssessing the Savings from Open Educational Resources on Student Academic Goals10.19173/irrodl.v18i7.27541492-3831https://doaj.org/article/49c62bc3a92749ce9fcf94abbd63f49d2017-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2754https://doaj.org/toc/1492-3831Our study found that most students considered OER to be as good or better in terms of quality and engagement as traditional texts, while also allowing them to put saved funds toward their educational pursuits. As rising costs in higher education affect current and potential students, faculty and students are looking for ways to cut costs where possible. Open educational resources (OER) are a viable option to replace expensive traditional textbooks without sacrificing quality. This article presents the results of a study conducted with students at a Virginia community college who took courses that used OER. At the end of the semester, students were asked to rate their perceptions of the OER quality and their level of engagement with OER as compared to traditional textbooks. Results indicate that a majority of students found the OER to be as good as or better than traditional textbooks in both quality and engagement. While similar studies have been conducted, this study also asked students to briefly describe how they used the money saved by not having to purchase a textbook. Many students indicated they used the money to reinvest in their education by paying tuition, purchasing materials for other courses, or taking additional courses; day-to-day expenses and savings were the next most common responses. Further research needs to be conducted to understand the effect these savings and reinvestment have on students’ completion of academic goals. Tarah K. IkahihifoKristian J. SpringJane RosecransJosh WatsonAthabasca University Pressarticleopen educational resourcesopen textbooksengagementqualitysavingscostsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 7 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open textbooks engagement quality savings costs Special aspects of education LC8-6691
spellingShingle	open educational resources open textbooks engagement quality savings costs Special aspects of education LC8-6691 Tarah K. Ikahihifo Kristian J. Spring Jane Rosecrans Josh Watson Assessing the Savings from Open Educational Resources on Student Academic Goals
description	Our study found that most students considered OER to be as good or better in terms of quality and engagement as traditional texts, while also allowing them to put saved funds toward their educational pursuits. As rising costs in higher education affect current and potential students, faculty and students are looking for ways to cut costs where possible. Open educational resources (OER) are a viable option to replace expensive traditional textbooks without sacrificing quality. This article presents the results of a study conducted with students at a Virginia community college who took courses that used OER. At the end of the semester, students were asked to rate their perceptions of the OER quality and their level of engagement with OER as compared to traditional textbooks. Results indicate that a majority of students found the OER to be as good as or better than traditional textbooks in both quality and engagement. While similar studies have been conducted, this study also asked students to briefly describe how they used the money saved by not having to purchase a textbook. Many students indicated they used the money to reinvest in their education by paying tuition, purchasing materials for other courses, or taking additional courses; day-to-day expenses and savings were the next most common responses. Further research needs to be conducted to understand the effect these savings and reinvestment have on students’ completion of academic goals.
format	article
author	Tarah K. Ikahihifo Kristian J. Spring Jane Rosecrans Josh Watson
author_facet	Tarah K. Ikahihifo Kristian J. Spring Jane Rosecrans Josh Watson
author_sort	Tarah K. Ikahihifo
title	Assessing the Savings from Open Educational Resources on Student Academic Goals
title_short	Assessing the Savings from Open Educational Resources on Student Academic Goals
title_full	Assessing the Savings from Open Educational Resources on Student Academic Goals
title_fullStr	Assessing the Savings from Open Educational Resources on Student Academic Goals
title_full_unstemmed	Assessing the Savings from Open Educational Resources on Student Academic Goals
title_sort	assessing the savings from open educational resources on student academic goals
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/49c62bc3a92749ce9fcf94abbd63f49d
work_keys_str_mv	AT tarahkikahihifo assessingthesavingsfromopeneducationalresourcesonstudentacademicgoals AT kristianjspring assessingthesavingsfromopeneducationalresourcesonstudentacademicgoals AT janerosecrans assessingthesavingsfromopeneducationalresourcesonstudentacademicgoals AT joshwatson assessingthesavingsfromopeneducationalresourcesonstudentacademicgoals
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Assessing the Savings from Open Educational Resources on Student Academic Goals

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