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Open versus Traditional Textbooks: A Comparison of Student Engagement and Performance
Chang, Isabelle
Chang, Isabelle
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Journal article
Date
2020
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Psychology
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DOI
http://dx.doi.org/10.34944/dspace/6213
Abstract
This study compared student engagement and performance in both open educational resources (OER) (n[open textbook users fall 2018] = 72) and traditional textbook (n[traditional textbook users fall 2017] = 66) classes. Data were drawn from the Learning Management System (LMS). Results show (1) final grades in the OER class were on a par with the traditional textbook class, and (2) OER equalize student engagement and performance by narrowing the dispersions of page views, on-time assignment submissions (OTAS), attendance, and final grades. (3) OER increased attendance and lessened excessive dependence on LMS course materials recorded in the traditional class. (4) The indirect effect of attendance on final grades was stronger than the direct effect of OTAS in the OER class. Attendance provided the opportunity for the instructor and students to be on the “same page,” which helps students better assimilate course content and comprehend lectures. (5) The availability of textbooks appears to be a factor influencing student course success. However, it remains unknown how much of the variance was explained by OER. It is apparent that OER are more important than ever in elevating overall student academic success.
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Citation
Change, I. (2020). Open versus Traditional Textbooks: A Comparison of Student Engagement and Performance. International Journal of Teaching and Learning in Higher Education, 32(3), 488-498.
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International Society for Exploring Teaching and Learning (ISETL)
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International Journal of Teaching and Learning in Higher Education, Vol. 32, No. 3
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