Implementing a framework for reducing textbook costs by utilizing oer and other textbook alternatives in online course development

Abstract

Costs associated with instructional materials in higher education have steadily increased over the past 10 years, negatively impacting the ability of students to pay for the course materials they need (Allen & Seaman, 2016; U.S. Bureau of Labor Statistics, 2016). Promising research is emerging about the effectiveness of using open educational resources (OER) and other low or no-cost instructional materials to reduce costs without compromising learning outcomes (Fischer, Hilton, Robinson, & Wiley, 2015; Grewe & Davis, 2017; Hilton, 2016). This education leadership portfolio (ELP) provides a framework for developing online courses using OER and other no-cost resources to help reduce textbook costs for students. From a production perspective, the framework was piloted by developing an online undergraduate nursing course using a free textbook, publicly accessible videos, industry documentation, academic journals, and a library guide that was created by the institution’s library. From a process perspective, the pilot expanded collaboration between department chairs, instructional designers, subject matter experts (SMEs), and the institution’s library. Evaluation of the pilot consisted of three analyses: 1) measuring student perceptions about their experience with course design, instructional resources, engagement, and workload; 2) comparing final grades and grades on a summative term paper between a non-OER and OER version of the course; and 3) interviewing instructors about their experiences delivering the course. Results indicated that students had a positive experience in terms of engagement with their classmates, instructional materials, and course design. Experience with workload in the course was perceived less favorably. There was no significant difference in student final grades or grades on a term paper between the non-OER and OER course. Faculty perceptions mirrored other studies where there was limited awareness about OER, some concerns about quality and sustainability, and concerns about student and instructor interactions with OER content.