Notice to Authors

Due to the overwhelming number of submissions to IRRODL, the journal has already met its publication quota for 2019. As a result, for a period that will not exceed six months, IRRODL will no longer be accepting submissions after May 1, 2019. In order to improve our service to the academic community, and to ensure a six month review to publication cycle, IRRODL will be moving to a regularized publication schedule in 2020. More information will be provided later this year.

We thank our authors, reviewers, and readers for their unwavering and exceptional support in making our journal one of the world’s most successful, open access journals in the field of open and distributed learning.

Assessing the Savings from Open Educational Resources on Student Academic Goals

  • Tarah K. Ikahihifo Brigham Young University
  • Kristian J. Spring Brigham Young University
  • Jane Rosecrans Reynolds Community College
  • Josh Watson Reynolds Community College
Keywords: open educational resources, open textbooks, engagement, quality, savings, costs

Abstract

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.

Author Biographies

Jane Rosecrans, Reynolds Community College
Professor of English
Josh Watson, Reynolds Community College
Instructor of English
Published
2017-11-29
How to Cite
Ikahihifo, T. K., Spring, K. J., Rosecrans, J., & Watson, J. (2017). Assessing the Savings from Open Educational Resources on Student Academic Goals. The International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.2754
Section
Research Articles