In fall 2021 WPI students were invited to respond to an informal survey to tell us whether they buy required textbooks, how they feel about textbook costs, and other ways they get access to course materials. Of the 207 students surveyed (posting their answers on whiteboards to open-ended questions), 84% reported they never, or rarely, buy required textbooks. If they don’t buy textbooks, how do they access required learning materials?
While some do without, or rely copies from friends, textbook rentals, or the library’s course reserves, most reported accessing PDF copies posted on the open web or on file-sharing websites like Library Genesis (libgen.com). They also used alternative learning materials such as Khan Academy and YouTube to learn course content.
A formal student survey conducted last year at Wesleyan University, as at other universities, has found similar student textbook behaviors. Together these data points suggest that the current generation of students behaves differently than faculty may think based on traditional pedagogy.
Wesleyan students overwhelmingly expressed a desire that their faculty be clear about how much “required” materials will be needed, and also that they offer students free online alternatives.
The Open Educational Resource movement continues to advance the goal of affordability in access to course materials, based on data that indicates students who can’t afford access or have to go without other necessities to buy textbooks are at greater risk for not completing courses successfully, or not taking courses they would otherwise take.
But this data suggests that affordability and access are only part of the OER story: even students who can afford course may prefer to find their own materials and seek alternatives to purchasing textbooks.
The WPI OER team is exploring these findings, including how OERs can play a role in open pedagogy, and the potential for students to co-create learning materials.