Comparing Student Learning From and Perceptions of Open and Commercial Textbook Excerpts: A Randomized Experiment

Clinton, Virginia; Legerski, Elizabeth Miklya; Rhodes, Brittany

doi:10.3389/feduc.2019.00110

Cited by 8 publications

(8 citation statements)

References 62 publications

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“…When looking at learners' outcomes using the TT or WB, this study found that both groups performed in a similar manner. This finding is consistent with many other studies where the TT is compared to the OER, and both groups performed about the same (Clinton et al, 2019; Fialkowski et al, 2019; Nusbaum et al, 2020). However, it is noteworthy to mention that this study occurred in the midst of the COVID‐19 pandemic when most classes had moved online.…”

Section: Discussionsupporting

confidence: 91%

“…However, not all free resources are of the same perceived quality as commercial paid ones, and consequently, they might be viewed differently by students. As Clinton et al (2019) indicate, “students are likely more inclined to read and subsequently learn from a textbook perceived to be of high quality compared to one perceived to be of low quality” (p. 3). As a result, students' perceptions of a high‐quality textbook might lead to higher task engagement (TE) and language achievement (Egbert, 2020; Fredricks et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Most of the existing studies have looked at student outcomes after comparing classes using OERs with classes that used TTs. Some of these studies comparing the performance of students using an OER and those who did not have shown no difference in learning outcomes (Clinton et al, 2019; Fialkowski et al, 2019; Nusbaum et al, 2020). These studies indicate that if a student's performance is almost the same for both types of materials—commercial published textbooks and OER resources—then the “use of OER is sufficiently compelling to support its use” (Nusbaum et al, 2020, p. 6).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

Panday‐Shukla

2023

Foreign Language Annals

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The US Department of Education posits that higher education students' expenditures on course materials and supplies, including texts for language learning classes, were between $1,265 and $1,471 for the 2017–2018 academic year. For many students, the cost of these materials can jeopardize their studies. One potential solution to this issue is to use free educational materials like open educational resources (OERs). However, not all OERs are of the same quality or useful for language learning. Therefore, to explore the affordances of OERs for language learners, this study compares the traditional textbook and the OER web book in terms of the quality and task engagement (TE) at a university in the US Pacific Northwest. The outcomes shed some light on the possible influences of learners' perceived quality of the OER and its relationship with TE and language learning.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

Panday‐Shukla

2023

Foreign Language Annals

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“…For example, one experiment comparing commercial textbooks from different publishers found no differences between types in learning from reading them (Durwin & Sherman, 2008). This possibility is supported by findings from studies on open textbook efficacy (not eligible for this meta-analysis) in which all students had access to the commercial textbooks, but there were either no differences or a small benefit in learning performance with open textbooks (Clinton, Legerski, & Rhodes, 2019;Robinson, Fischer, Wiley, & Hilton, 2014).…”

Section: Discussionmentioning

confidence: 72%

Efficacy of Open Textbook Adoption on Learning Performance and Course Withdrawal Rates: A Meta-Analysis

Clinton

Khan

2019

AERA Open

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Open textbooks have been developed in response to rising commercial textbook costs and copyright constraints. Numerous studies have been conducted to examine open textbooks with varied findings. The purpose of this study is to meta-analyze the findings of studies of postsecondary students comparing learning performance and course withdrawal rates between open and commercial textbooks. Based on a systematic search of research findings, there were no differences in learning efficacy between open textbooks and commercial textbooks (k = 22, g = 0.01, p = .87, N = 100,012). However, the withdrawal rate for postsecondary courses with open textbooks was significantly lower than that for commercial textbooks (k = 11, OR (odds ratio) = 0.71, p = .005, N = 78,593). No significant moderators were identified. Limitations and future directions for research, such as a need for more work in K–12 education, outside of North America, and that better examine student characteristics, are discussed.

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“…The final exam for both semesters was the ACS 2017 Analytical Chemistry Exam; here, evidence demonstrates no statistical difference between scores on this exam when an open-source textbook was assigned. Although not a full study, these data provide preliminary evidence that no detrimental effects on final exam performance are observed when noncommercial course materials are implemented into a course, complementing studies in general (i.e., first-year) chemistry , and in other disciplines − that have observed similar results.…”

Section: Introductionmentioning

confidence: 51%

Preliminary Evidence on the Effect of an Open-Source Textbook in Second-Year Undergraduate Analytical Chemistry Courses

Grinias

Smith

2020

J. Chem. Educ.

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The use of open-source materials is growing in popularity throughout higher education. This Communication investigates the impact on student performance in a second-year undergraduate analytical chemistry course when an open-source textbook is assigned. For two separate semesters, approximately 80 students were enrolled in such a course across five sections. Both student populations had no statistically significant difference across a variety of demographic comparisons, and both achieved a nearly identical average score on the ACS Analytical Chemistry exam provided as the final cumulative test in both semesters. Thus, no detrimental effect was observed when transitioning a course to an open-source textbook, while providing the advantage of utilizing a more affordable option for students amid the overall rising cost of higher education.

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Comparing Student Learning From and Perceptions of Open and Commercial Textbook Excerpts: A Randomized Experiment

Cited by 8 publications

References 62 publications

Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

Comparing an open educational resource and a traditional textbook: Learner outcomes and engagement

Efficacy of Open Textbook Adoption on Learning Performance and Course Withdrawal Rates: A Meta-Analysis

Preliminary Evidence on the Effect of an Open-Source Textbook in Second-Year Undergraduate Analytical Chemistry Courses

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