Comparison of academic performance with a traditional textbook versus a digital openly-licensed textbook
DOI:
https://doi.org/10.55420/2693.9193.v13.n1.63Palabras clave:
libro de texto digital, recursos autorizados abiertos, libro de texto tradicional, Institución de Servicio a Hispanos, desempeño académicoResumen
Con la popularización del uso de los recursos educativos de acceso libre y materiales digitales, se hace necesario investigar si los resultados académicos se ven afectados por el movimiento creciente hacia el contenido digital. El objetivo de esta investigación fue analizar el desempeño académico de estudiantes que utilizaron libros de texto tradicionales y en soporte físico, en comparación con aquellos que utilizaron una copia electrónica de un libro de texto semejante, que se ofrece gratuitamente en la biblioteca de la universidad. La comparación entre el libro de texto tradicional y el libro de texto digital gratuito se hicieron en dos secciones lectivas del mismo curso de tercer y cuarto año, que se imparte en una Institución de Servicio a Hispanos. Las dos sesiones se impartieron por el mismo profesor de forma virtual (online) durante el semestre de otoño del 2019. No hubo ninguna diferencia estadística entre el promedio de las calificaciones de los debates, t(62)=-0.714, p=0.478, d=0.178444, entre el promedio de las calificaciones de las tareas escritas, t(62)=-1.985, p=0.053, d=0.49613, y entre las medias de las calificaciones de los examenes, t(62)=-1.711, p=0.092, d=0.427858. Sin embargo, en las calificaciones generales del curso, el promedio en el curso que uso el libro de texto gratis fue más alto estadísticamente que el promedio en el curso de libro de texto tradicional, t(62)=-2.097, p=0.042, d=0.524348. Los profesores no se deben preocupar por los resultados de los estudiantes con la creciente implementación de estos materiales digitales. Las universidades que facilitan el acceso digital gratuito a libros de textos pueden ayudar a reducir las preocupaciones financieras para estos estudiantes sin sacrificar el desempeño académico.
Métricas
Citas
Allen, G., Guzman-Alvarez, A., Molinaro, M., & Larsen, D. (2015). Assessing the impact and
efficacy of the open-access ChemWiki textbook project [PDF document]. Educause
Learning Initiative Brief. Retrieved from https://net.educause.edu/ir/library/pdf/elib1501.pdf.
Ariyo, O., & Reams-Johnson, A. (2021). Destroying the Textbook Tower: Analysis of OER. In
Enhancing Higher Education Accessibility Through Open Education and Prior Learning
(pp. 53-66). IGI Global.
Baker, R. S., Lindrum, D., Lindrum, M. J., & Perkowski, D. (2015). Analyzing early at-risk
factors in higher education elearning courses. Proceedings of the 8th International
Conference on Educational Data Mining. Retrieved from
http://www.columbia.edu/~rsb2162/2015paper41.pdf
Boling, B. W., & Kohn, K. (2019). Textbooks are expensive, but OER can be challenging:
Providing e-textbook access through the library. Proceedings of the Charleston Library
Conference. https://doi.org/10.5703/1288284317037
Chulkov, D. V., & Vanalstine, J. (2013). College student choice among electronic and printed
textbook options. Journal of Education for Business, 88(4), 216–222.
doi:10.1080/08832323.2012.672936
Choppin, J., Carson, C., Borys, Z., Cerosaletti, C., & Gillis, R. (2014). A typology for analyzing
digital curricula in mathematics education [PDF document]. International Journal of
Education in Mathematics, Science and Technology, 2(1), 11-25. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1066359.pdf
Clinton, V., & Khan, S. (2019). Efficacy of open textbook adoption on learning performance and
course withdrawal rates: a meta-analysis. AERA Open, 5(3), 1–20.
doi:10.1177/2332858419872212
Covarrubias, R., & Fryberg, S. A. (2015). Movin’ on up (to college): First-generation college
students’ experiences with family achievement guilt. Cultural Diversity & Ethnic
Minority Psychology, 21, 420-429. doi:10.1037/a0037844
Covarrubias, R., Valle, I., Laiduc, G., & Azmita, M. (2019). “You never become fully
independent”: Family roles and independence in first-generation college students.
Journal of Adolescent Research, 34(4): 381–410.
https://doi.org/10.1177/0743558418788402
Denis, J., Donadio, A., & Klein, K. (2015). The Environmental Impact of Growing Numbers of
E-books in Libraries [PDF document]. Retrieved from
https://www.bc.edu/content/dam/files/schools/cas_sites/envstudies/pdf/Student
Research/2015 project paper/paper-2.pdf.
deNoyelles, A., & Raible, J. (2017). Exploring the Use of E-Textbooks in Higher Education: A
Multiyear Study. Retrieved from https://er.educause.edu/articles/2017/10/exploring-the-
use-of-e-textbooks-in-higher-eduation-a-multiyear-study.
Environmental Protection Agency. (2014). Greenhouse Gas Emissions from a Typical Passenger
Vehicle [PDF document]. (EPA-420-F-14-040). Washington, DC: Office of
Transportation and Air Quality.
Ermis-Demirtas, H., Watson, J. C., Karaman, M. A., Freeman, P., Kumaran, A., Haktanir, A., &
Streeter, A. M. (2018). Psychometric properties of the multidimensional scale of
perceived social support within Hispanic college students. Hispanic Journal of
Behavioral Sciences, 40(4), 472-485.
Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open
textbooks and increased student access and outcomes. European Journal of Open,
Distance and E-Learning, 16(57). Retrieved from https://eric.ed.gov/?id=EJ992490
Fischer, L., Hilton, J., Robinson, T. J., & Wiley, D. A. (2015). A multi-institutional study of the
impact of open textbook adoption on the learning outcomes of post-secondary students.
Journal of Computing in Higher Education, 27(3), 159–172. doi:10.1007/s12528-015-
-x
Hilton, J. (2016). Open educational resources and college textbook choices: a review of research
on efficacy and perceptions. Educational Technology Research and Development, 64(4),
–590. doi: 10.1007/s11423-016-9434-9
Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open
educational resources by one community college math department. The International
Review of Research in Open and Distributed Learning, 14(4), 37–50.
doi:10.19173/irrodl.v14i4.1523
Jenkins, J. J., Sánchez, L. A., Schraedley, M. A., Hannans, J., Navick, N., & Young, J. (2020).
Textbook broke: Textbook affordability as a social justice issue. Journal of Interactive
Media in Education, 1(3), 1.
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus
computer screen: Effects on reading comprehension. International Journal of
Educational Research, 58, 61-68. doi:10.1016/j.ijer.2012.12.002
Millar, M., & Schrier, T. (2015). Digital or printed textbooks: which do students prefer and why?
Journal of Teaching in Travel & Tourism, 15(2), 166–185.
doi:10.1080/15313220.2015.1026474
Montalto, C. P., Phillips, E. L., McDaniel, A., & Baker, A. R. (2019). College student financial
wellness: Student loans and beyond. Journal of Family and Economic Issues, 40(1), 3-21.
Nicholas, D., Rowlands, I., & Jamali, H. R. (2010). E-textbook use, information seeking
behaviour and its impact: Case study business and management. Journal of Information
Science, 36(2), 263–280.
doi: 10.1177/0165551510363660
Pawlyshyn, N., Braddlee, Casper, L., & Miller, H. (2013). Adopting OER: A Case Study of
Cross-Institutional Collaboration and Innovation. Retrieved from
https://er.educause.edu/articles/2013/11/adopting-oer-a-case-study-of-crossinstitutio
nal-collaboration-and-innovation.
Rodríguez Amaya, L., Betancourt, T., Collins, K. H., Hinojosa, O., & Corona, C. (2018).
Undergraduate research experiences: Mentoring, awareness, and perceptions—A case
study at a Hispanic-serving institution. International Journal of STEM Education, 5(1), 1-
Weisberg, M. (2011). Student attitudes and behaviors towards digital textbooks. Publishing
Research Quarterly, 27(2), 188-196. doi:10.1007/s12109-011-9217-4
Winitzky-Stephens, J., & Pickavance, J. (2017). Open education resources and student learning
outcomes: a multilevel analysis. International Review of Research in Open and Distance
Learning, 18(4), p. 35-49.
Xu, G. F., & Guo, J. X. (2018). Improving library user experience: Wi-Fi network assessment.
Journal of Library Administration, 58(8), 806–834.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Thomas A. Clobes, J. Jacob Jenkins, Hannah Haid, Rebecca Allen
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Open Access Policy Statement
HETS Online Journal has adopted an open access policy and provides immediate access to its content free of charge to the reader. The journal does not pass on the cost of publication or submission of manuscripts, known as an Article Processing Charge (APC), to authors.
HOJ is licensed under CC-BY-NC-SA.
