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Document 2071043
 includED Digital Textbook/Course Materials Projects at IPFW Report for IPFW’s Education Policy Committee Prepared: November 2014 Submitted by: Samantha S. Birk Associate Director for Instructional Technologies, CELT 1. Overview of includED 2. History of the includED program at IPFW a. The IU eText program and additional research b. Steering Committee c. Initial Survey Work d. Material adoption process and program design e. Pilot f. Meeting goals of the Math department 3. Growth a. Overview of growth in the program i. Overall numbers ii. By discipline iii. By course level iv. By adaptive learning vs. traditional ebooks 4. Course materials cost comparisons a. IncludED cost to students vs. i. New print books ii. Rental iii. Used iv. All of the above + access code v. Access code only b. Low-­‐cost print copies c. Length of student access to course materials i. Ownership vs. rental access model ii. Time of access 5. Evaluation of program a. Results of spring 2014 faculty survey b. Course GPA comparisons 2 1. Overview of the includED program In the Fall of 2011 IPFW launched its mobile computing initiative to investigate how mobile technology could be used for teaching, learning, and research. During the project, several departments considered adopting digital content, but had concerns: Timely acquisition of the content by the student and access and integration difficulties with content providers. In the current includED program, faculty experience ease of use because opt into the program and adoption mirrors current textbook adoption practices. Students experience ease of use be-­‐ cause of integration with the campus SIS and LMS for a single point of access to all their course materials giving them a jump start on the first day of class. 2. Brief History of the includED program at IPFW The IU eText program In October 2011, the Vice Chancellor of Academic Affairs sent three IPFW representatives to a system-­‐wide IU meeting in Indianapolis where IU launched its their fee-­‐to-­‐tuition, digital course material/ebook initiative. The VCAA requested that these representatives learn the details of the IU program and make a recommendation as to the feasibility of launching a similar program at IPFW. The IPFW representatives sent were: • Mark Franke, Vice Chancellor—Enrollment Management • Dr. Debrah Huffman, Associate Profressor, English • Samantha Birk, Associate Director for Instructional Technologies, CELT Based on the information from that meeting, as well as data gathered from reports, such as Educause/New Media Consortium’s 2011 Horizon Report, the IU reports (see: http://etexts.iu.edu/), Campus Technology and other higher education technology journals, the VCAA felt that IPFW should take a serious look a program similar to IU’s. Initial Steering Committee In February 2012, the VCAA requested that Samantha Birk convene an ad hoc committee to design a digital course material/ebook pilot for IPFW. This ad hoc committee brought together representatives from across the campus that would help to design the workflow and initial processes that would enable faculty to easily opt into the program with a fee-­‐to-­‐
tuition billing model. Members of this ad-­‐hoc committee included: • Mark Franke, Vice Chancellor – Enrollment Management • Pamela Michalec, Bursar • Julie Litmer Schwaller, Student Information System Business Analyst • Scott Vitz, Coordinator for Academic Computing (ITS) • Rusty McCrakin, Manager, IPFW Bookstore (Follett) • Samantha Birk, Associate Director for Instructional Technologies (CELT) While the ad hoc committee began looking at the details of a digital course materials program, similar to IU’s, Follett Higher Education Group, the contracted book/course material vendor for IPFW, wanted to pilot a fee-­‐to-­‐tuition program, where the cost of the textbook would be added to the student’s account in the Bursar’s office. The program had an emphasis on the delivery of digital materials, although physical books could also be 3 incorporated. The committee recommended that 1) IPFW should pilot a fee-­‐to-­‐tuition digital course materials program, and 2) it should be directed exclusively at digital course materials. It was the recommendation of the committee that including physical books in this program presented too great of a risk for the university since they could not be recovered if the student failed to pay the fee. Initial Survey Work In Fall 2012 and into Spring 2013 Drs. Debra Huffman (ENG), Jeffery Malanson (HIST), and Samantha Birk (CELT), conducted a benchmark survey of both students and faculty. The surveys were made available in myIPFW for two weeks. The results of the survey reflected national trends relating to students and the purchase of course materials. For example: • 36% of IPFW students reported that they, at least once, did not purchase the required course materials (e.g. textbook). 1-­‐3 weeks prior to the start of a semester 1 or more weeks after classes begin, if at all •
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o 58% reported 1-­‐3 weeks prior to the start of a semester o 42% reported 1 or more weeks after classes begin, if at all o National surveys indicate that 1 in 3 students have chosen not to purchase the required textbook. 15% of IPFW students reported that they have skipped or deferred taking a class because of the cost of textbooks/course materials. o National surveys indicate that 1 in 5 students have skipped or deferred classes because of the cost of required course materials. When asked if they ever decided not to purchase the required course materials: o 36% reported yes, they have at least once did not purchased the materials 4 33% 33% 33% 33% 32% 32% 32% 32% 32% 31% Series1 textbook was to expensive felt they could get along without it § 33% reported because the textbook was to expensive § 32% reported it was because they felt they could get along without it o National studies reported that 1 in 3 students have at least once chosen not to obtain the required textbook for a class. The open survey of faculty also revealed interesting findings related to course materials and the idea of a fee-­‐to-­‐tuition program. For example: 72% of IPFW faculty reported that students wait 1 week or more before acquiring the required course materials, if at all. Anecdotally, many faculty report that within their courses, as much as 50% of their students never acquire the required course materials. students acquire the required book 1-­‐3 weeks prior to the start of the semester students acquiring the required materials 1 or more weeks after the semester begins, if at all o 11% report that students acquire the required book 1-­‐3 weeks prior to the start of the semester 5 •
89% of IPFW faculty strongly agreed or agreed that students who obtain the required course materials do better in class. agreed or strongly agreed neutral to disagreed •
46% of IPFW faculty stated they would strongly to somewhat support a course materials fee that students would pay as part of their tuition. Sixteen per cent stated they did not know or were not sure. Material adoption process and program design The committee felt strongly that unlike the IU program and other similar early programs, a program at IPFW: 1. Must be a faculty or department opt-­‐in initiative, rather than participation being mandated by campus leadership to participate. 2. Would not limit faculty to any specific publisher or format of digital materials, rather it would continue to support the academic freedom of the faculty to adopt the materials they feel best supported the learning goals of their courses. 3. Would follow the existing process of notifying the IPFW bookstore of their choice to opt into the program and would specify which digital course materials were being adopted. 4. Would have Follett, as the campus’s textbook/course materials vendor, negotiate with publishes for reduced pricing so that the savings could be passed along to students. 5. Would make a available to students a comparatively low-­‐cost, custom physical book via the bookstore at the faculty’s direction. 6. Would have the bookstore work with key campus entities (e.g. Registrar and Bursar) and, at the direction of the faculty, to insure that participating sections were correctly flagged Banner, notated on Oasis, and earmarked for course material fees billing. 7. Would provide access to any materials delivered via the program would through the Blackboard, thereby eliminating the need for a student to have multiple login accounts, or the redemption of access codes. 8. Would eventually receive, first-­‐tier technical support from the IPFW Help Desk, so that students and faculty could more quickly receive assistance. 6 9. Would work with the publishers whose products were being used to develop the ability to quickly escalate more complicated technical issues directly to their tier-­‐
two support levels. Pilot In Summer II session of 2012 a pilot of the program was organized, involving 5 classes/9 sections. These included: • Philosophy 11000 – Ethics (4 sections); Faculty: J. Lazier • History J105 – American History to 1877 (1 section); Faculty: J. Malanson • English W131 – Elementary Composition I (1 section); Faculty: D. Huffman • Computer Science 30600 – Computers in Society (2 section); Faculty: J McCormick • Business F2600 – Personal Finance (1 section); Faculty: K Van Gorder All of the courses used an ebook, similar to a Kindle, Nook or iBook, rather than adapted learning/media rich materials, like Pearson’s MyLab. Near the end of the Summer II session, a roundtable discussion was held with participating faculty to share their experiences and make recommendations. Not all instructors were able to attend the discussion. In those cases, feedback was solicited separately. Samantha Birk conducted both the roundtable and one-­‐on-­‐one discussions. Findings are summarized below: • None of faculty liked the ebook reader that was used (CafeScribe). They were asked to describe what features they would like to have in an ebook reader. The top three were: o The ability to download and read the book offline (top recommendation) o Easier note taking and highlighting abilities o The ability for notes and highlights to be merged between online and offline ebook • This feedback was used to choose another ebook reader called VitalSource Bookshelf for the delivery of ebooks. • Faculty felt that there were potentials to ebooks, but that they may not be applicable to all classes. They felt it important to maintain the “opt in” status of the program. Meeting goals of the Math Department During the planning for the Summer pilot, the Math department expressed its interest in the includED program. The Pre-­‐Calculus and the Calculus Committees had decided to require Pearson’s MyMathLab (MML) adaptive learning product for all sections of MA 10900, 11300 and 22900. There were concerns, however, with the cost of the book plus the access code for MML and integration of key MML elements such as the grade book with Blackboard. Their greatest concern was related to the access codes and the problems students have in redeeming those codes and gaining access to the MML. In the Fall of 2011, it was reported that the Pearson representative to the Math department dealt with more than 350 unique students enrolled in MA 113 at IPFW who encountered technical issues and were unsuccessful in redeeming their access codes had other problems gaining access to MML. The instructors reported that these issues lingered well into the 7 semester, and it was in the third or fourth week of the term before all of the students had access to the MML materials in the courses using this product. The Math department, with MA 109 and 113 joined the includED program in the Fall of 2012. At the start of the term only 7 students reported an issue with accessing their MML materials, and all were resolved within 24 hours. All students had access to their MML materials by the fourth day of the term. 3. Growth of the program Since the program’s inception, the publisher Pearson with its MyLabs/Mastering has been the most prevent, with McGraw-­‐Hill and Cengage with their Connect and MindTap products also being used by faculty. All of these publisher products combine a digital textbook with adaptive learning/interactive/multi-­‐media content, and have historically made up the bulk of faculty adoptions in the includED program. For the Spring 2014 semester 85% of the faculty adoptions in the program were these media enhanced ebooks. The Fall 2014 semester had 216 course sections in the includED program. Thirty-­‐two percent (32%) are ebooks delivered using VitalSource Bookshelf that delivers an ebook with a Kindle, Nook or iBooks reading experience. Sixty-­‐eight percent (68%) were adaptive learning/interactive/multi-­‐media publisher products. The graphs below outlines the growth of the includED program by semester, by discipline, by course level, and adaptive versus ebook. Growth of the includED program by semester 250 TERM Summer 2012 (pilot) Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 200 150 100 50 SECTIONS 9 106 126 204 147 216 0 Summer Fall 2012 Spring Fall 2013 Spring Fall 2014 2012 2013 2014 (pilot) 8 Growth by discipline (Spring 13, Fall 13, Spring 14, Fall 2014) 60 50 40 30 20 10 0 Spring 2013 Fall 2013 DISCIPLINE Fall 2014 TERM Spring 2013 Fall 2013 Spring 2014 Fall 2014 ANTH 0 0 10 7 BIOL 2 11 9 12 BUS 0 10 6 7 CFS 0 0 1 0 CHM 1 12 6 19 COAS 15 0 0 0 COM 5 ENG 9 10 5 4 FNN 7 9 10 9 GEOL 0 0 0 5 HTM 4 4 4 0 LBST 0 0 0 1 MA 43 50 40 43 MUS 0 0 0 1 PHIL 2 9 3 9 RADX 0 18 0 0 PSY 26 26 16 15 SOC 7 9 3 9 SPAN 5 34 34 35 126 204 147 216 TOTAL Spring 2014 2 40 9 By course level (Spring 13, Fall 13, Spring 14, Fall 2014) 160 140 120 100 80 60 40 20 0 100 200 Spring 2013 300 Fall 2013 400 Spring 2014 500 Fall 2014 COURSE LEVEL 100 200 300 400 500 TOTAL TERM Spring 2013 99 18 8 1 0 126 Fall 2013 Spring 2014 117 77 61 55 26 15 0 0 0 0 204 147 Fall 2014 141 58 15 1 1 216 10 Adaptive vs. ebook 180 160 140 120 100 Adaptive 80 Digital eBook 60 40 20 0 Spring 2013 Fall 2013 Spring 2014 Fall 2014 COURSE MATERIAL FORMAT Adaptive Digital eBook TOTAL Spring 2013 114 12 126 TERM Fall 2013 Spring 2014 169 127 35 204 20 147 Fall 2014 157 59 216 4. Course Material Cost Comparisons Course materials are often more than just the textbook, most publishers have developed adaptive learning and/or interactive learning objects that are designed to help increase student engagement. National studies indicate that students retain and are able to better apply the concepts presented within the textbook when these adaptive learning/interactive learning objects accompany the textbook and are used. Within the textbook world, access to this enhanced content is done in one of several ways: 1. The student purchases a new, physical textbook that has an access code bundled with the book, which can be redeemed at the publisher’s web site for access to the materials. 2. A student can rent or purchase a used book that does not have an access code bundled with it. In this case, the student would need to purchase an access code separately. Access codes can only be purchased from their respective publisher or at the campus bookstore. 11 3. A student is able to access these materials through Blackboard, utilizing behind-­‐the-­‐
scenes account and access provisioning. This negates the need for an access code. Table A is a sample of a cost comparison between what IPFW students are paying through the includED program versus: • a new physical book bundled with an access code (as applicable) • a new physical book without access code • access code only • rental • used For many adoptions in the includED programs students have the option to purchase a low-­‐
cost, print version of the textbook OR if the faculty member is using a Pearson textbook, students can pick up a custom, print version of the book. With the Pearson textbooks, the costs of these custom print versions have been factored into the includED fee. Based on the highlighted classes in Table A, below are two cost analysis examples—the first looking at the use of a textbook with adaptive learning content; the second, an textbook only adoption. 1. BIOL 11700 – Principles of Ecology & Evolution uses a textbook published by Pearson, and its adaptive learning/interactive content known as Mastering Biology or MyBioLab. • If a student purchased a new book, bundled with the access code to the interactive content, they would pay: $187.00. • If a student were to purchase a used textbook, the textbook cost would be: $120.75, plus the cost of the access code, $136.00, for a total expense of: $256.75. • If a student were to rent a used textbook ($80.50) and purchase the access code ($136.00), the total expense would be: $216.65. The includED cost for this book is $113.14, which is a savings of: • $73.86 over new bundled with access code • $143.61 over used with separate access code • $103.51 over used, rental with separate access code The includED price is actually $22.86 less than purchasing the access code alone. 2. COM 11400 – Fundamentals of Speech uses a textbook published by Sage Publishing. It is a simple ebook. • A new, physical book for this course costs $103.50 • A used textbook costs $77.75, with a rental costing $51.75 • The includED price for this text is $69.33. Through the includED program students see a cost savings of $34.17 over a new textbook, and $25.75 over a used book. 12 Table A New book only pricing New Book with code pricing Used book pricing New Rental pricing Used Rental pricing Access code pricing IncludED Loose Leaf $183.25 N/A $137.50 $128.28 $91.63 N/A $20.50 $76.66 $220.50 N/A $165.00 $165.38 $121.28 $20.50 $113.14 $161.00 $187.00 $120.75 $112.70 $80.50 $136.00 included in fee includED pricing Class Number ANTH B200 BIOL 10000 Book Title Intro to Physical Anthropology Biology Today and Tomorrow BIOL 11700 Biology in Focus BIOL 22000 Microbiology Intro $140.88 $227.50 $234.75 $170.75 $136.50 $91.00 $80.25 included in fee BUS K200 Cmpt Lit Cncpt For Bus $140.66 $168.25 $242.75 $126.25 n/a n/a $131.00 $20.50 CHM 11500 Chemistry $182.10 $282.75 $305.50 $212.25 $197.93 $141.38 $115.00 included in fee COM 11400 Basics of Comm $69.33 $103.50 n/a $77.75 $75.45 $51.75 n/a $32.75 W131 Backpack Writing $47.74 $81.50 n/a $61.25 $61.13 $48.90 N/A N/A FNN 30300 Nutrition and You $158.75 $170.00 $119.75 N/A N/A $84.75 included in fee GEOL G100 Physical Geology $85.00 $179.75 N/A $135.00 $125.83 $89.88 n/a $23.25 MA 11300 Elementary and Inter Algebra $140.26 $216.50 $230.00 $162.50 $170.43 $97.43 $126.00 included in fee MA 22900 Calculus w/ Appl $116.02 $207.75 $222.50 $156.00 $145.43 $103.88 $126.00 included in fee PHIL 12000 Critical Thinking $74.66 $162.75 $185.00 $122.25 $113.93 $81.38 $50.00 $23.25 PSY 12000 General Psychology $74.66 $159.75 n/a $120.00 N/A N/A n/a included in fee SOC S161 Sociology a Brief Intro $74.66 $167.50 N/A $125.75 $117.25 $83.75 N/A $23.25 SPAN S111/112 Mosaicos $118.81 $153.75 $201.75 n/a N/A N/A $161.75 included in fee SPAN S203/204 Atando Cabos $118.81 $109.25 $152.25 n/a N/A N/A $161.75 included in fee ENG $121.98 $104.00 Low-­‐cost, print copies Since the start of the includED program, the IPFW Bookstore has seen a significant drop in the number of these lost-­‐cost, print copies picked up or sold. For a by course itemization and a comparison of the percentage distributed verse course enrollment, see appendix D. Length of student access to course materials Leading up to the Fall 2012 semester, when the includED program got underway, there was an analysis done in collaboration with the IPFW bookstore as to what students did with the textbooks for select classes. One of the courses examined was COM 11400. It was found that 92% of the students either rented the textbook or sold it back at the end of the term. This number was fairly consistent across the 100 level courses, which at this time make up the bulk of classes in the includED program. 13 In the includED program students have access to their digital course materials for varying periods of time. Length of access varies from publisher to publisher, and is influenced by the class type (e.g. a single course or course within a sequence). If a course is part of a sequence (like Spanish S111/S112) students have access to the materials for 12 months, which parallels the access time allotted when students purchased access codes prior to the includED program. Students enrolled in a single course using a Pearson MyLab or Mastering product, such as MA 11300, MA 22900, or CHM 10400, or McGraw-­‐Hill’s Connect with PHIL 11200, also have access for more than a single semester. In the case of the Pearson materials, students have access to those for 12 months, which allows students to retake the course, if needed, within this period of time without having to re-­‐pay for access. Again, this parallels the length of access if a student were to purchase either an access code bundled with a new textbook or purchase an access code outside of includED. 5. Evaluation of program The evaluation of the includED program is ongoing and has taken several forms. As stated earlier, when includED program in the 2012/2013 academic year, two surveys were conducted, one directed at faculty and the other at students. D. Huffman, J. Malanson, and S. Birk conducted this work under Purdue IRB # 1211012963. Faculty survey During the Spring 2014 semester, one-­‐and-­‐a-­‐half years into the program, a second assessment was conducted focusing on faculty who had opted into the includED program over the prior four semesters. One hundred nine (109) faculty were invited to participate in a survey, which had a return rate of 49%. Key findings are outlined below: • The largest use of the includED program is in 100-­‐level courses. 100-­‐level courses 37 69% 40 35 200-­‐level courses 20 37% 30 300-­‐level courses 9 17% 25 20 400-­‐level courses 1 2% 15 500-­‐level courses 1 2% 10 5 0 Series1 14 •
The majority of faculty feel that when a student has their course materials on the first day of class, they are more likely to successful in the course when compared to those who do not. Strongly Agree to Agree Neutral Disagree to Strongly Disagree Strongly Agree to Agree 36 20 68% 28% 2 4% Neutral Disagree to Strongly Disagree •
Prior to the includED program a significant number of students reported that they had technical issues with the access code redemption process required by most publishers. These issues interfere with the student’s ability to easily access the course materials and disrupt teaching and learning. Over half of the faculty surveyed felt that students have fewer technical issues accessing course materials through the includED program. Strongly Agree to Agree Strongly Agree to Agree Neutral Disagree to Strongly Disagree Neutral 29 18 55% 34% 6 11% Disagree to Strongly Disagree •
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It was reported by the faculty that knowing that all of their students have access to the required course materials had a positive impact on their teaching in several areas, including how they used and integrated them into their class. 66% of faculty reported that they have integrated their chosen course materials more tightly into their course. Another area of faculty concern has been the cost and value of the course materials they are requiring their students to have. In the includED program, 55% of the faculty reported that they felt students are getting an equal or greater value for their dollar, with 36% reporting as being neutral on this point. 15 Impact on learning A select set of courses (ANTH-­‐E105,ANTH-­‐B200,CHM-­‐10400, MA-­‐10900 and MA-­‐11300) taught between Fall 2011 and Summer 2014 were analyzed to determine if there was a significant change in student success (i.e., course grades) before the implementation of includED and after. Mean course grades were analyzed using a paired t-­‐Test by course and course instructor. The results are provided in Table B. Most differences were not statistically significant (p < 0.05). In one comparison the mean grades were significantly lower when etextbooks were used. Eight (8) parings showed a trend towards improvement and in five (5) pairings the grades significantly improved. These results indicate that at the very least, the includED program has not had a negative impact on student learning; although many faculty report that their students are more engaged in the classroom. Faculty attribute increased engagements to the students having access to the required course materials on the first day of class through this program. Table B Comparative Course Mean Grades Course ANTH-­‐B200 ANTH-­‐E105 CHM-­‐10400 MA-­‐10900 MA-­‐11300 Instructor ID Students eTextbook Use No Mean Combined Course Grade Yes Mean Combined Course Grade 88500 p<0.05 No 385 2.59 2.43 88845 Yes 294 2.1 1.81 762885 No 575 1.99 1.96 88885 No 93 2.91 2.8 1039915 1072740 94050 No 166 428 1.43 1.94 1.76 2.26 187 1.7 2. 96150 Yes 73 1.41 2.44 106220 No 11 2.02 2.85 240320 Yes 36 .78 2.24 268345 269380 91115 No 60 155 1.72 1.05 2.14 1.44 240 1.03 1.12 91960 No 94 1.23 .9 94895 No 187 1.62 1.44 96150 No 135 2.45 1.75 106220 No 12 1.94 2.28 110725 No 165 1. 1.15 168830 No 233 1.4 1.6 195690 Yes 225 1.37 1.84 269380 Yes 88 1.02 2. 107 82 31 1.15 1.3 1.23 .97 1.44 1.22 Yes No No No No 521085 588020 No 738205 No IPFW -­‐ Institutional Research and Planning -­‐ November 07, 2014 16 17 
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