Relevant bibliographies by topics / Open textbook

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open textbook'

Author: Grafiati
Published: 12 December 2022
Last updated: 19 June 2025

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Journal articles on the topic "Open textbook"

1

Monaco, Mike. "Open Textbook Library & BCcampus Open Textbooks." Technical Services Quarterly 36, no. 1 (2019): 99–101. http://dx.doi.org/10.1080/07317131.2018.1532042.

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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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Cuttler, Carrie. "Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments." Psychology Learning & Teaching 18, no. 1 (2018): 65–83. http://dx.doi.org/10.1177/1475725718811300.

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The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook in either an online or classroom environment, were recruited to complete an online survey. Students assigned open textbooks were almost twice as likely to report using their textbooks, they used them more frequently, and for more time per week overall. Students assigned open textbooks also perceived a greater degree of overlap between the textbook, lecture, and quiz material than did students assigned traditional textbooks. Finally, ratings of the open textbooks were significantly higher than ratings of the traditional textbooks overall and on 11 of 15 different dimensions. Few differences in the online and classroom students were detected, suggesting both groups experienced similar benefits of the open textbooks. These findings demonstrate that replacing traditional textbooks with open textbooks may help to offset some of the financial hardships students face while improving students' engagement and satisfaction with their assigned textbook.
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Ross, Heather M., Christina Hendricks, and Victoria Mowat. "Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates." Open Praxis 10, no. 4 (2018): 393. http://dx.doi.org/10.5944/openpraxis.10.4.892.

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Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their feedback on using OER instead of traditional commercial textbooks. This paper focuses on the views of students in an introductory sociology course for which an instructor adopted an open textbook and otherwise left the course unchanged from when it was taught with a traditional textbook. In addition, completion rates for the offerings with the open textbook are compared to previous offerings with a commercial textbook.
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Anderson, Talea, and Carrie Cuttler. "Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students." International Review of Research in Open and Distributed Learning 21, no. 1 (2020): 40–60. http://dx.doi.org/10.19173/irrodl.v20i5.4141.

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As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.
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Farrow, Robert, Rebecca Pitt, and Martin Weller. "Open Textbooks as an innovation route for open science pedagogy." Education for Information 36, no. 3 (2020): 227–45. http://dx.doi.org/10.3233/efi-190260.

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The paper introduces the UK Open Textbook project and discusses its success factors with regards to promoting open practice and open pedagogy. Textbooks remain a core part of educational provision in science. Open Textbooks are openly licensed academic textbooks, wherein the digital version is available freely, and the print version at reduced cost. They are a form of Open Educational Resource (OER). In recent years a number of openly-licensed textbooks have demonstrated high impact in countries including the USA, Canada and South Africa. The UK Open Textbooks project piloted several established approaches to the use and promotion open textbooks (focusing on STEM subjects) in a UK context between 2017 and 2018. The project had two main aims: to promote the adoption of open textbooks in the UK; and to investigate the transferability of the successful models of adoption that have emerged in North America. Through a number of workshops at a range of higher education institutions and targeted promotion at specific education conferences, the project successfully raised the profile of open textbooks within the UK. Several case studies report existing examples of open textbook use in UK science were recorded. There was considerable interest and appetite for open textbooks amongst UK academics. This was partly related to cost savings for students, but more significant factors were the freedom to adapt and develop textbooks and OER. This is consistent with a range of research that has taken place in other countries and suggests the potential for impact on UK science education is high.
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Harrison, Michelle, Michael Paskevicius, Irwin Devries, and Tannis Morgan. "Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy." Open/Technology in Education, Society, and Scholarship Association Journal 2, no. 1 (2022): 1–17. http://dx.doi.org/10.18357/otessaj.2022.2.1.30.

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In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.
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Hosoi, Mihoko, Bryan McGeary, and Lana Munip. "Doctoral Students’ Perspectives on Textbooks and Open Educational Resources: Needs, Impact, and Future Directions." Journal of Open Educational Resources in Higher Education 1, no. 1 (2022): 15–37. http://dx.doi.org/10.13001/joerhe.v1i1.7205.

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While discussions of textbook needs have typically focused on undergraduate students, doctoral students face some unique challenges related to course materials. Their positionality as students and also potentially future faculty, researchers, or instructors can provide useful insight as academic libraries seek opportunities to promote open textbooks. This article reports on the results of semi-structured in-depth interviews with 12 doctoral students in the College of Education at the Pennsylvania State University. Findings suggest that they obtain access to required textbooks in different ways and tend to purchase a personal copy of a textbook if they expected to use it in the future for their research. Their course selection was not impacted by the cost of the required textbook, although textbook requirements influenced their perception of the teaching faculty. Some already had experience publishing OER. Some others expressed interest in promoting OER or open access materials, while others expressed skepticism of these initiatives. Many articulated the importance of accessibility. Materials related to older seminal texts, ethnographical works, and methods textbooks were suggested as potential open textbook targets. Implications for academic libraries are discussed.
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Skowronek, Dolores. "Textbooks on open reserve: A pilot project." College & Research Libraries News 78, no. 11 (2017): 607. http://dx.doi.org/10.5860/crln.78.11.607.

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Located in Milwaukee, Wisconsin, Alverno College is a small Catholic liberal arts college for women that features a unique ability-based curriculum and a rigorous tradition of assessment of student learning. The library plays an important role by providing resources and services that support the unique curriculum. Until recently, the collection development policy specified that library resources not include textbooks. However, in an effort to address concerns associated with rising textbook costs, student retention, and students’ inability to purchase materials needed for their coursework, the library altered its policy and established an open reserve textbook collection.
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Fisher, Matthew R. "Evaluation of Cost Savings and Perceptions of an Open Textbook in a Community College Science Course." American Biology Teacher 80, no. 6 (2018): 410–15. http://dx.doi.org/10.1525/abt.2018.80.6.410.

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Open textbooks are free, online resources that can replace traditional textbooks and save students money. The costs of traditional textbooks continue to increase, and this can particularly affect at-risk, low-income students. Few studies have analyzed student perceptions of open textbooks and how they influence academic achievement, but the emerging trend is positive. In the present study, I assessed student perceptions of an open textbook and calculated the subsequent cost savings. Although there were some limitations to my study, such as a low sample size, my results closely mirror previous studies in that most students had favorable opinions of the open textbook and would prefer to use them over traditional textbooks. The average cost savings per student was $81 for one course, determined using a novel method that does not assume all students buy new textbooks. These savings were likely important to the students, the majority of whom worked five hours or more and have received Pell Grants or other tuition waivers.
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Dissertations / Theses on the topic "Open textbook"

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Price, Jennifer Lynn. "Textbook Bling: An Evaluation of Textbook Quality and Usability in Open Educational Resources Versus Traditionally Published Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3327.

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This mixed-methods study evaluated quality, usage, and perceptions of open educational resources compared to traditionally published textbooks. Because textbooks and other related materials make up a significant portion of educational costs, open educational resources have been explored for potential cost savings at all levels of education. These resources use public domain or open-licensed materials as the content component of free eTextbooks or low-cost printed textbooks. This evaluation explores how teachers and students use textbook resources both in and out of the classroom and the degree to which the content and design of open textbooks compares in quality and value to traditional textbooks. Data came through evaluating the print media design and content quality of the books in a Utah pilot program, analyzing the actual textbook artifacts from students, and conducting teacher surveys and interviews. The data points to clear differences in quality and use between the two types of books. Although the open textbooks are generally a lower quality product than traditional publisher produced textbooks, they were used in unique ways. Teachers who participated in the open textbook development tended to value the book as a resource, leading us to conclude that the ability to customize open resources may be an important determinant of textbook use. However, it is also likely that textbooks have only a minor affect on academic outcomes compared to other more problematic pedagogical and educational policy issues. This evaluation points to the need for additional study on the impact these differences have on learning outcomes.
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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.

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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
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Bliss, TJ. "A Model of Digital Textbook Quality from the Perspective of College Students." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3424.

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The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.
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Belikov, Olga Maria. "Faculty Perceptions of Open Educational Resources Quality by Peer Review." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/7293.

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In this paper, 936 faculty free response reviews of open textbooks from the Open Textbook Library were analyzed for content and themes. The reviews were completed by faculty members at institutions in the United States and Canada. The textbooks were evaluated regarding their comprehensiveness, content accuracy, relevance longevity, clarity, consistency, modularity, organization structure flow, interface, grammatical errors, and cultural relevance. The results of the reviews found that the across 9360 comments regarding the quality of open textbooks, of these comments 97.3% reflected adequate or exceptional reviews of the textbooks. Faculty often compared the texts to traditional textbooks and in all mentions of comparison, the open textbook were regarded to be of equal or superior quality. The results of this study aid in alleviating concerns regarding quality of Open Educational Resources (OER) and provide peer reviews that faculty who consider adopting these textbooks often request. Limitations of the study and further prescriptions for research regarding OER quality and peer review research have been explored in the study.
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Martin, M. Troy. "Faculty Members' Lived Experiences with Open Educational Resources." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6956.

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The cost of textbooks has continued to increase, and the financial effect on students in higher education is significant. Numerous studies have been done to learn more about student and faculty perceptions toward Open Educational Resources (OER) use. Recent studies confirm that most instructors would use OER in order to alleviate the financial burden placed on students; however, OER adoption rates do not reflect this belief. In my study I sought to better understand what instructors experience when they search for OER. In this phenomenological study, I interviewed faculty who expressed a desire to use OER and to capture their lived experiences of adopting and adapting OER. I would like to better understand what is working well for these faculty and what challenges exist as they seek to find and adopt OER and identify possible solutions that could improve OER adoption rates. I learned that there is a desire to use OER to reduce the financial burden that textbooks impose on students, but that there is very little understanding on where to find quality OER and tools that are needed to adapt it. Future research may focus on ways to improve the process of finding and customizing OER so that it can be an alternative to expensive textbooks.
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Robinson, Thomas J. "The Effects of Open Educational Resource Adoption on Measures of Post-Secondary Student Success." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5815.

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The purpose of this study was to ascertain whether the adoption of Open Educational Resources had a significant effect on student learning outcomes in seven courses taught at seven post-secondary institutions. The use of open educational resources (OER) is increasing in the United States. Initiatives focusing on expanding the use of OER as a replacement for traditional textbooks at the post-secondary level include OpenStax, Project Kaleidoscope, Open Course Library, and others. While researchers have begun to explore OER, few have sought to evaluate the quality of OER as a function of student academic success. In this dissertation, I examined measures of student success in seven courses at seven different early-adopters of Project Kaleidoscope where faculty members chose to adopt OER to replace traditional textbooks. The sample for this study consisted of students using open textbooks in courses at seven Project Kaleidoscope post-secondary institutions, as well as a control group of students at those same institutions who used traditional textbooks in sections of the same courses. I used an ex-post-facto quasi-experimental design, in which I compared students using OER to students using traditional textbooks in comparable courses. In order to control for the threat of selection bias, I used propensity score matching (PSM) to match treatment and control groups on a set of demographic variables. After creating matched treatment and control groups, I used multiple regression and logistic regression to examine whether textbook selection predicts a measurable difference in student achievement after accounting for relevant covariates. I found that students using open textbooks earned, on average, lower grades than students who used traditional textbooks, after controlling for student-level and course-level covariates. Further analysis revealed that this negative differential was isolated to students in business and psychology classes. I also found that students who used open textbooks enrolled in more credits than students using traditional textbooks, controlling for relevant covariates. Because of the finding of a variation in textbook effect from course to course, future studies may seek to understand the effects of particular OER adoption instances rather than the global effect of OER adoption.
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Cartmill, Erna Theresa. "Viewing the use of open educational resources through a community of practice lens: a case study of teachers' use of the Everything Maths and Everything Science open textbooks." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14095.

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This study answers to th e quest ions of why and how the "Everything Maths" and "Everything Science" open textbooks are used, and to what extent a Community of Practice (Wenger, 2006) has formed around the use of these open textbooks, are informed by a case study, comprising of interviews with nine South African high-school teachers using these open educational resources. The Community of Practice theory provided a useful lens through which to code, analyse and view utterances made. Findings indicate that while financial reasons for using the open textbooks are important, pedagogical reasons, of quality and scope of content, are more valued by teachers. Also important are the availability of the open textbooks in a variety of formats, the potential for teachers to develop social learning (Brown, 2008) skills, learners to study independently, the interactive features, and online availability of the open textbooks. A Community of Practice, while not formalised, exists around the use of these open textbooks and can be classified as an Active Community (Kim, Hong and Suh 2012).
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Jing-Yi, Chen, and 陳靜宜. "Research on Education Governance--- Policy Marketing Analysis of the “Textbook Open-up Policy”." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90987694263183050845.

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碩士
國立中正大學
政治學所
94
The Program of the Education Reform brought the concepts of “market competition” and “customer orientation” into the territory of education while facing the transformation of the new era, with the purpose of bringing out strategies much emphasized in pluralism and flexibility so as to cope with the new era education. The entire education market hence has tended to free competition, and the newly introduced “Grade 1-9 Integrated Curriculum” policy since replaced traditional rigid education system, obviously leading a divergent countenance and connotation to education. The traditional top-down decision making process is converting to diverse management. Such gradual evolution is similar to the transit from conventional Public Administration to the governance accentuated Neo Public Administration that aspires to better policies nowadays. The dissertation aimed to combine the process of the “textbook open-up policy” with the perspective of Neo Public Administration, and further studied the so-called “Governance Model of Education Policy”. Today, as the economic environment changes and the predominance of public opinion is escalating, public sector begins perceiving that the governance of education policy and the marketing of policy is indispensable to achieve the objects of policies. Likewise, to fulfill each segment of policy marketing is essential to carry out the ideal of governance. Through brought the concept of education governance into the textbook open-up policy, the dissertation analyzed the policy via the perception of policy marketing. How to extend the concept of marketing to the domain of education is one of the key points. Generally speaking, the primary objective of the research is to probe into the history of textbook diversification, and analyze the factors within and without the structure of policy network which involving interested parties. Moreover, the author attempted to figure out whether the concept of policy marketing that the business sector advocates also applicable to the education policies from public sector, and to dissect what plights have been confronted during the implement. Last but not least, the dissertation seek to recognize and study further the problems occurred to the textbook open-up policy in the 94th academic year by ways of documentary analysis and in-depth interview. Based on the perspective of education governance, the author evaluated and criticized the policy from the concept of policy marketing, suggested to the policy and conclude the research in the end.
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Chien, Yu-Chun, and 簡羽均. "The demands of professional knowledge for civic teachers in junior high school of Yi-Lan in the textbook open-up policy." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/b2s55m.

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碩士
國立臺灣師範大學
政治學研究所在職進修碩士班
96
Abstract The purposes of this research were to discuss the demands of professional knowledge for civic teachers in junior high school of Yi-Lan in the textbook open-up policy. There are five goals in the research:(1) to explore the effect of the civic teaching materials of junior high school in the textbook open-up policy.(2) to discuss the current situation of the civic teachers in junior high school of Yi-Lan in the textbook open-up policy.(3) to investigate the demands of professional knowledge for civic teachers in junior high school of Yi-Lan in the textbook open-up policy.(4) to seek for the factors of teaching for civic teachers in junior high school of Yi-Lan.(5) to sum up the detects of the research and provide the advises for the civic teacher in junior high school of Yi-Lan. This research adapted literature review method and questionnaire survey method. The questionnaire was developed to survey on all junior high civic teachers in Yi-Lan Country. There are totally 87 effective samples out of 91 questionnaires which are collect in the survey. The effective rate is 93.4%. The measure instrument is that In the Textbook Open-up Policy, Demands In Professional Knowledge Of Junior High Civic Teachers Survey. The obtained data was analyzed by frequency distribution, mean, standard deviation, one –way ANOVA. This study has proved the following conclusions: 1. Teaching:(1)The new teaching material become more difficult and more professional.(2)Teachers should have the ability to transform. (3)The non professional teacher faced the dilemma of teaching. 2. Professional knowledge:(1)Civic education ideas (2)Civic content Knowledge (3)Civic Pedagogical Content Knowledge 3. The demands of professional knowledge for civic teachers: as a whole, it shows a High-intermediate level in the demands of professional knowledge for civic teachers. 4. In individual part:(1)Different level of education showed different demands in sample activity.(2)Different years of experience have obvious distinctions in the meaning and effect of globalization, the issue of technology and environment and the cosplay method.(3)Different years of experience in civic teaching have different opinions on insufficient professional knowledge.(4)Different field have obvious opinions on insufficient professional knowledge and the most benefit less activities in refresher course.(5)Different times to go refresher course showed visible differences in the most benefit less activities in refresher course and inadequate content of course.(6)Different scales of the schools have obvious different opinions in economic agencies and lack supplementary teaching materials. 5. The find on pinions about teaching of civic:(1) the most benefit activity is to study by themselves and the less benefit activity is to go refresher courses in school.(2)The most difficulty in the classroom is that time of teaching was insufficient.(3)The most enhance of teacher’s manuals should be in sample activity, noun explain and reference material. According to the conclusion above, the follow suggestions were made for the interventions and further research in the future. 1. To advise the administrative organizations of education:(1)Set up a research center of civic education.(2)Publish a period of civic education.(3)Institute a standard of professional knowledge of civic teachers.(4)Encourage teachers and enhance the opportunities to go refresher courses. 2. To advise the teacher cultivating institution:(1)Strengthen the contents of Nine-year Compulsory Curriculum and pedagogy.(2)Set up a internet platform which can strengthen the recurrent education. 3. To advise the schools:(1)Increase more time on civic course.(2)Retain professional teacher.(3)Strengthen the research and study in school. 4. To advise the junior high teachers: participate in the research and study and the refresher course. 5. To advise the publisher to edit useful teacher’s manuals. 6. To advise for further research:Advance further research dividedly in the object of study, the contents of study and the method of study.
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Dunn, Susan. "Textbook Cost-Lowering Initiatives: An Exploration of Community College Faculty Experiences." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6085.

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Faculty have been identified as critical players in the implementation of textbook affordability efforts at community colleges. Furthermore, emerging lower-cost alternatives to traditional textbooks present a wide and growing range of options that may help further efforts. This study sought to examine more closely the role of faculty with respect to textbook cost-lowering initiatives. The researcher utilized in-depth interviews to gain a rich picture of the experiences, attitudes, beliefs, and behaviors of nine full-time community college faculty as they confronted textbook affordability efforts and textbook alternatives. The interview data were analyzed using a thematic analysis process. Five major themes and three minor themes were identified. The five major themes were: (a) campus administrators support, but do not mandate, efforts; (b) frequent edition revisions frustrate faculty; (c) departmental approaches to textbook selection vary; (d) content, then affordability, drive selection choices; and (e) faculty have mixed feelings about textbook alternatives. The three minor themes were: (a) faculty efforts to save students money are thwarted by campus bookstores and financial aid policies; (b) English faculty benefit from public domain readings; and (c) more faculty participating in textbook selection means more difficulty deciding on a text. Implications and recommendations were offered for community college leaders, campus bookstores, publishers, and future researchers.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education Track
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Books on the topic "Open textbook"

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Beginning and intermediate algebra: An open source CC-BY textbook. [Publisher not identified], 2010.

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Blackwell, Angela. Open Forum. Oxford University Press, 2006.

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Kuo, Jane. Open for business: Lessons in Chinese commerce for the new millenium : textbook and exercise book = [Xin shi ji shang yong Han yu : gao ji du ben ji lian xi ben]. 2nd ed. Cheng & Tsui Co., 2008.

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Kuo, Jane. Open for business: Lessons in Chinese commerce for the new millenium : textbook and exercise book = [Xin shi ji shang yong Han yu : gao ji du ben ji lian xi ben]. 2nd ed. Cheng & Tsui Co., 2008.

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Kuo, Jane. Open for business: Lessons in Chinese commerce for the new millenium : textbook and exercise book = [Xin shi ji shang yong Han yu : gao ji du ben ji lian xi ben]. 2nd ed. Cheng & Tsui Co., 2008.

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Whitney, Norman. Open house. Oxford University Press, 1998.

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David, McKeegan, ed. Open house. Oxford University Press, 1998.

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Whitney, Norman. Open house. Oxford University Press, 1998.

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Open road. Pearson/Longman ESL, 2002.

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Ward, Ann. Open house. Oxford University Press, 1998.

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Book chapters on the topic "Open textbook"

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Fox, Sarah Scott, Justin M. Milligan, and William F. Powers. "Treatment of the Open Abdomen." In Textbook of Hernia. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43045-4_43.

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Badhiwala, Jetan H., Farshad Nassiri, and Abhaya V. Kulkarni. "Open Neural Tube Defects." In Textbook of Pediatric Neurosurgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-31512-6_108-1.

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Badhiwala, Jetan H., Farshad Nassiri, and Abhaya V. Kulkarni. "Open Neural Tube Defects." In Textbook of Pediatric Neurosurgery. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-72168-2_108.

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Cheung, Simon K. S. "A Review of Open Access Textbook Platforms." In Blended Learning. Education in a Smart Learning Environment. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51968-1_10.

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Stättner, Stefan, Florian Primavesi, David Fuks, and Kjetil Søreide. "Open Distal Pancreatectomy for Pancreatic Cancer." In Textbook of Pancreatic Cancer. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53786-9_62.

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Holmstrom, H. "Full- and Semi-open Rhinoplasty." In International Textbook of Aesthetic Surgery. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-46599-8_45.

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Warren, John W. "The Open Textbook: From Modules to Mash-Ups." In Emerging Digital Spaces in Contemporary Society. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230299047_11.

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Berrevoet, Frederik Christiaan. "Emerging Technology: Open Approaches to Preperitoneal Inguinal Hernia Repair." In Textbook of Hernia. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43045-4_14.

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Balaji, Natarajan. "Open (External) Approach: Incision and Flap Elevation." In Textbook of Nasal Tip Rhinoplasty. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48157-5_7.

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Guardia, Adrian, Robert Vinaja, and F. I. Waggoner. "Student e-Textbook Engagement and Performance Outcomes." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_11.

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Conference papers on the topic "Open textbook"

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Mathien, Lorena D. "Case Study: Use of Open Education Resources in Business Capstone." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7914.

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Recent studies on textbook costs in the United States have indicated that there is a direct relationship between textbook costs and student success. With textbook costs increasing at a rate higher than the cost of living, many students have cited the textbook cost as an extremely important factor when obtaining (or not obtaining) a textbook. Open educational resources (OER) are tools that educators can use to supplement or build a course. OER are free for anyone to reuse, revise, remix, and redistribute and are a low-cost, tailored solution for faculty and students. There have been calls for research that demonstrates how OER are being put into practice. This case study examines the responses of users to a voluntary survey in a capstone business course that implemented OER in lieu of traditional textbooks. The study suggests that, for teachers and students, as well as self-directed learners, OER provide a valuable resource to eliminate the pay wall, improve learning design, and support the power of the community through sharing and collaboration.
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Nixon, Kate, and Katya Henry. "The use of a publishing platform to facilitate the adaptation and development of Open Textbooks: A Pilot Report." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0151.

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After a successful proof of concept to expand the university’s commitment to Open Educational Resources (OER), a pilot program was launched to facilitate the adaptation and development of Open Textbooks by academic staff for students as well as broader audiences. The pilot involved the use of the publishing platform Pressbooks as a mechanism to raise awareness of Open Educational Resources, and to provide a university-supported tool with which to develop Open Textbooks. Commencing in Semester 2, 2020, participants in the pilot received vendor training from Pressbooks, as well as support from learning and teaching and library staff. Pilot participants used the Pressbooks platform in a number of ways. Academics created textbooks as course material in a single unit, academics adapted open textbooks for Australian contexts over a number of units, and academics created open textbooks based on their research and not for a specific unit of study. Of the 13 pilot participants, five open textbooks were created, with one still in development. Responses to the pilot were mixed. Student feedback on the use of Pressbooks indicates that they enjoyed the structured and easy-to-read course material. Other students expressed frustration with the higher workload expectations of consuming material online prior to participating in synchronous classes. Students appreciated the zero cost of engaging with an open textbook. Academic feedback was also mixed, with some appreciating the flexibility and engagement that they can achieve in Pressbooks. Others were discouraged by the amount of time spent on creating material for little perceived benefit. The majority of academic staff who developed a textbook using Pressbooks would like to continue to use the platform.
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Colding, Linda K., Peggy Glatthaar, Derek Malone, and Jennifer Pate. "Let’s Give Them Something to Talk About… Textbook Affordability and OER." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317179.

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This Lively Discussion brought together librarians from Florida Gulf Coast University in Ft. Myers Florida and the University of North Alabama in Florence, Alabama. Both libraries were eager to share their experiences with others who have or are considering establishing a textbook affordability project or use Open Educational Resources (OER) to assist students succeed despite the high cost of textbooks.
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Yeung, Sze Kiu, and Wee Leong Lee. "Effects of Students’ Course Materials Page Views on Academic Performance in Online Courses." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4644.

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Students’ reading of the course materials had never been measured because no data was available. It was assumed that students who performed better in their learning would have read their course materials more compared to those who performed poorly. The Singapore University of Social Sciences (SUSS) provided course materials in electronic forms in textbooks and study guides. The purpose of this study, based on data from the Academic Year 2020, was to find out was there a correlation between students’ reading of the course materials and their performance in 10 online courses. A quantitative approach was used in the study. It was found that a very weak positive relationship, r (0.151), existed for students who read the e-textbooks while there was almost no relationship, r (0.084), for students who read the study guides when correlated with their performance. Furthermore, a statistical significance existed in the medians of e-textbook and study guide usages between those students who passed the online courses compared to those who failed. This significance could also be found in students’ grade-bands. This study will be of interest to institutions with data available on students’ readership behaviour. It is relevant to the sub-theme of “inspiring innovations” as it involves data analytics for online learning.
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Johnson, Cynthia, Yan Zong Ding, Sonal Dekhane, Wei Jin, Tacksoo Im, and Hyesung Park. "Using an open source textbook in programming class." In ACM SE '22: 2022 ACM Southeast Conference. ACM, 2022. http://dx.doi.org/10.1145/3476883.3520202.

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Glushko, Robert J. "Collaborative authoring, evolution, and personalization for a "transdisciplinary" textbook." In OpenSym '15: The 11th International Symposium on Open Collaboration. ACM, 2015. http://dx.doi.org/10.1145/2789853.2789867.

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Park, Hyesung, Wei Jin, Richard Price, et al. "The Impact of Affordable Learning Open Textbook on Computing Education." In ACM SE '20: 2020 ACM Southeast Conference. ACM, 2020. http://dx.doi.org/10.1145/3374135.3385317.

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Hendricks, Jonathan R., Elizabeth J. Hermsen, and Emily Hauf. "THE DIGITAL ENCYCLOPEDIA OF ANCIENT LIFE (DEAL): AN OPEN ACCESS PALEONTOLOGY TEXTBOOK." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-318607.

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Waller, Mira, Will Cross, and Erica Hayes. "Supporting Open Education with the Wind at Your Back: Lessons for OER Programs from the Open Textbook Toolkit." In Charleston Conference Proceedings. Charleston Conference, 2019. http://dx.doi.org/10.5703/1288284317058.

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Herbert, Michael. "Faculty Motivation for Open Educational Resources Textbook Selection and Future Use (Poster 14)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888745.

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Reports on the topic "Open textbook"

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Vol 2. n.2, Open textbook: an introduction to design a communication research study. Universitat Pompeu Fabra, 2021. http://dx.doi.org/10.31009/methodos.2021.i02.02.

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Vol 2. n.1, Open textbook: an introduction to design a communication research study. Universitat Pompeu Fabra, 2021. http://dx.doi.org/10.31009/methodos.2021.i02.01.

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