E-Textbooks, Inclusive Access, and Academic Performance
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Many colleges and universities are considering the adoption of an institutional e-textbook program as a strategy to control the cost of higher education and to ensure students have the required course content needed in order to be successful in the course. Although controlling costs is an important component of these programs, it is also important to assess whether students who enroll in e-text courses actually perform better than students who do not. Three years of student data from nearly 13,000 students and over 3600 classes – to include course grades, demographics, and course delivery modality – were collected from e-textbook courses and non-e-textbook courses. Results suggest that students enrolled in e-textbook courses earn higher grades than students enrolled in non-e-textbook courses. This is true for both undergraduate and graduate students and regardless of ethnicity. Implications are discussed as well as the importance of developing an institutional e-textbook program that meets the needs of campus stakeholders.
KeywordsInclusive Access e-textbook Performance Goals Tuition Cost Student success Undergraduate Graduate Comparison
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