The other aspect of textbooks that students found very important, at 31 percent (64) or extremely important, at 38 percent (78) was cost. Cost was particularly important for first-generation students. Fifty-nine percent (36) of first-generation students considered cost to be an extremely important factor, compared to twenty-nine percent (42) of continuing-generation students. Strikingly, not a single first-generation student considered cost to be unimportant. . . .
Although the OER sections of ENGL 104 were tagged in the University’s course marking system, a mere 2.9 percent of students (four) reported being aware that their course was an OER course when they registered. By contrast, 96% percent (131 students) reported learning that the textbook was available at no cost when classes were already starting (i.e., on the first day or when they received their syllabus). This delay in learning about textbook costs means that students who could most benefit from a no-cost textbook were unable to strategically select an OER section. . . .
Another important finding is that the primary method by which students accessed their OER textbook, electronic only access, does not align with the access method students stated they preferred. Respondents indicated that they wanted textbooks that they could highlight and make notes in; they wanted a textbook that they could hold in their hands and that didn’t strain their eyes. At the same time, respondents wanted textbooks that they could access from anywhere and that had searchable text. Finally, respondents strongly indicated a desire for a textbook that is not unwieldy and heavy to lug across campus. Print with an electronic copy, the format most popular with students, meets all of these criteria.
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