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Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks

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Title: Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
Language: English
Authors: Woodward, Scott, Lloyd, Adam, Kimmons, Royce
Source: International Review of Research in Open and Distributed Learning. Sep 2017 18(6):150-163.
Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Graduate Students, Participative Decision Making, Textbook Evaluation, Open Source Technology, Comparative Analysis, Qualitative Research, Program Administration, Business Administration Education, Copyrights, Media Adaptation, Educational Quality, Summative Evaluation, Hermeneutics
ISSN: 1492-3831
Abstract: Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a project management course at a university in the western U.S. and their instructor. Evaluators used their own student-created metric to analyze the comparative quality of eight graduate-level project management textbooks, two of which were open and six copyright-restricted. The purposes of this study were to assess the comparative quality of low-cost open textbooks and traditional copyright-restricted textbooks and to identify key student-generated criteria wherein all textbooks may be improved to better serve student needs. The analysis revealed that textbooks can be rigorously and meaningfully evaluated by students, that open textbooks can compete with restricted textbooks in terms of quality, and that polyphonic approaches to textbook evaluation can be valuable for learning. We discuss the implications of open textbooks as viable, high-quality classroom options, and the importance of valuing both student voice and instructor perspectives to ensure the highest quality textbook selection for courses in higher education.
Abstractor: As Provided
Number of References: 41
Entry Date: 2017
Accession Number: EJ1155838
Database: ERIC
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  Data: Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Sep 2017 18(6):150-163.
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  Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a project management course at a university in the western U.S. and their instructor. Evaluators used their own student-created metric to analyze the comparative quality of eight graduate-level project management textbooks, two of which were open and six copyright-restricted. The purposes of this study were to assess the comparative quality of low-cost open textbooks and traditional copyright-restricted textbooks and to identify key student-generated criteria wherein all textbooks may be improved to better serve student needs. The analysis revealed that textbooks can be rigorously and meaningfully evaluated by students, that open textbooks can compete with restricted textbooks in terms of quality, and that polyphonic approaches to textbook evaluation can be valuable for learning. We discuss the implications of open textbooks as viable, high-quality classroom options, and the importance of valuing both student voice and instructor perspectives to ensure the highest quality textbook selection for courses in higher education.
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      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Participative Decision Making
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      – SubjectFull: Textbook Evaluation
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      – SubjectFull: Open Source Technology
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Program Administration
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      – SubjectFull: Copyrights
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      – SubjectFull: Media Adaptation
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