A Preliminary Examination of the Cost Savings and Learning Impacts of using Open Textbooks in High School Science Classes

Authors

David Wiley, Marshall UniversityFollow
John Levi Hilton III
Shelley Ellington
Tiffany Hall

Document Type

Article

Publication Date

6-2012

Abstract

Proponents of open educational resources claim that significant cost savings are possible when open textbooks displace traditional textbooks in the classroom. Over a period of two years, we worked with 20 middle and high school science teachers (collectively teaching approximately 3,900 students) who adopted open textbooks to understand the process and determine the overall cost of such an adoption. The teachers deployed open textbooks in multiple ways. Some of these methods cost more than traditional textbooks; however, we did identify and implement a successful model of open textbook adoption that reduces costs by over 50% compared to the cost of adopting traditional textbooks. In addition, we examined the standardized test scores of students using the open textbooks and found no apparent differences in the results of students who used open textbooks compared with previous years when the same teachers’ students used traditional textbooks. However, given the limited sample of participating teachers, further investigation is needed.

Comments

The copy of record is available from the publisher at https://www.irrodl.org/index.php/irrodl/article/view/1153.

Copyright © 2012 David Wiley, John Levi Hilton III, Shelley Ellington and Tiffany HallPublished under a Creative Commons Attribution License.

Recommended Citation

David Wiley, John Levi Hilton III, Shelley Ellington and Tiffany Hall. A Preliminary Examination of the Cost Savings and Learning Impacts of using Open Textbooks in High School Science Classes. International Review of Research in Open and Distributed Learning. Volume 13, Number 3, June 2012, p. 262–276.