The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body...

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Autores principales:	Christina Hendricks, Stefan A. Reinsberg, Georg W Rieger
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational resources open textbooks online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b2fa72690bcf4772bcea48a9c8f40ac4
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spelling	oai:doaj.org-article:b2fa72690bcf4772bcea48a9c8f40ac42021-12-02T19:25:21ZThe Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions10.19173/irrodl.v18i4.30061492-3831https://doaj.org/article/b2fa72690bcf4772bcea48a9c8f40ac42017-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3006https://doaj.org/toc/1492-3831Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post- Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses. Further, many of them appreciated the fact that the textbook was customized to this particular course—which is made possible by the use of a textbook with an open license. Christina HendricksStefan A. ReinsbergGeorg W RiegerAthabasca University Pressarticleopen educational resourcesopen textbooksonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open textbooks online learning Special aspects of education LC8-6691
spellingShingle	open educational resources open textbooks online learning Special aspects of education LC8-6691 Christina Hendricks Stefan A. Reinsberg Georg W Rieger The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
description	Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post- Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses. Further, many of them appreciated the fact that the textbook was customized to this particular course—which is made possible by the use of a textbook with an open license.
format	article
author	Christina Hendricks Stefan A. Reinsberg Georg W Rieger
author_facet	Christina Hendricks Stefan A. Reinsberg Georg W Rieger
author_sort	Christina Hendricks
title	The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
title_short	The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
title_full	The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
title_fullStr	The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
title_full_unstemmed	The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions
title_sort	adoption of an open textbook in a large physics course: an analysis of cost, outcomes, use, and perceptions
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/b2fa72690bcf4772bcea48a9c8f40ac4
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The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

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