From Rebekah E. Wright and Jennifer L. Reeves in FDLA Journal:
The costs associated with education, including tuition and learning resources, continue to rise causing affordability issues for learners. It has been reported that the cost of traditional textbooks and materials has risen by as much as 103% over the past decade (U.S. Bureau of Labor Statistics, 2018). Due to this increase, many students have opted out of purchasing required textbooks for classes. A study conducted in Florida found that 67% of students did not purchase required textbooks (Florida Virtual Campus, 2016). Institutions of Higher Education are becoming increasingly concerned with textbook affordability and the impact on academic performance, achievement, and completion (Jhangiani, Dastur, LeGrand, & Penner, 2018). These institutions have begun delving deeper into the issues associated with textbook affordability and seeking ways to reverse the negative effects experienced by learners due to rising textbook costs.
The implementation of open educational resources (OER) may be the solution, however, the impact of these resources is still undefined. OERs are being examined as cost-effective substitutions to traditional textbooks and literature suggests that OERs are equally effective and are comparable in quality to traditional textbooks (Hilton, n.d.). Current literature recommends further exploration concerning stakeholder perspectives of OER adoption and integration as well as examining the impact of OERs across educational institutions globally. A case study conducted at a state college in Florida sought to examine the perspectives of a group of four identified stakeholder groups (i.e., faculty, librarians, instructional designers, and students) in order to better understand the impact of these OERs at the institutional level (Wright, 2018).
The global open education community works collectively to create a world in which everyone has universal access to effective open education resources (OER) and meaningful learning opportunities as defined by the United Nations’ Sustainable Development Goal #4 (SDG4): Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO continues to work with national governments to help them better support open education (content, practices, policy) in their countries. CC is an active leader and contributor to this work, alongside our many partners.
From UNESCO Institute for Information Technologies in Education:
The publication “Understanding the Impact of OER: Achievements and Challenges” is the result of partnership between the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and OER Africa, an initiative established by Saide.
It critically reviews the growth of open educational resources (OER) and its potential impact on education systems around the world; and points at some significant achievements as well as key challenges hindering the growth and potential of OER that need to be addressed.
“Publishers Cengage and McGraw-Hill Education yesterday announced plans to merge and operate under the name McGraw-Hill.
As two big players in an industry with few players at the top, the merger is significant. In addition to changing the dynamic between the biggest publishers, the merger could also represent a significant upheaval for college instructors and students who rely on Cengage and McGraw-Hill Education content.”
College textbooks are expensive. In most industries, a more expensive product is also a higher quality one. However, in college textbook publishing this may not be true. In the following case study, an instructor at the University of Utah on the hunt for better materials for an entry-level Arabic language course came to the library looking to create a solution. This article explores the resulting workbook, the collaborative process, and the future of course materials like this one.
We have opened the General Issue for Volume 7 of the Journal of Librarianship and Scholarly Communication (JLSC), and have published 7 new articles. JLSCinvites new submissions to the journal – please see the author guidelines for details.
In celebration of international Open Education Week, SPARC teamed up on March 5th with a group of open education advocates for a day of meetings on Capitol Hill to educate lawmakers about how open textbooks can make higher education more affordable and effective for students. Our action-packed day on the Hill involved a panel briefing for Congressional staff, a meeting with long-time open textbook champion U.S. Senator Dick Durbin (D-IL), and conversations with key offices on both sides of the aisle to renew and strengthen Open Textbook Pilot funding and pass the Affordable College Textbook Act.
Textbooks are so expensive that Hailey Hollinshead usually borrows from them from other students, gets used copies, and often skips buying them altogether.
So, last year when her organic chemistry professor invited students to use a free open textbook from the LibreTexts library, the 21-years-old junior at the University of Illinois Springfield was thrilled. Hollinshead didn’t have to spend $250 to $350 on a new textbook and she had access to the materials from day one.
In honor of Open Education Week, the PALSave Team would like to extend gratitude to the numerous faculty members who have taken their time to write reviews of titles in the Open Textbook Library, which is the collection of open textbooks maintained by the Open Textbook Network. These titles offer a glimpse into the breadth of subjects in the Library. The reviews provided by PALNI-supported faculty will benefit others considering open textbooks.
Have a look!