e-textbooks summary powerpoint

E-Textbooks Summary PowerPoint

UB Libraries

Introduction:Fall 2012 – Spring 2013 Pilots

1. a course-based pilot administered by Internet2/ EDUCAUSE (Courseload) a) 840 students in 5 classes

2. a site license targeted to introductory biology courses (Nature Publishing Group)

3. a multi-campus SUNY pilot (CourseSmart)a) 443 students in 6 classes across three campuses (UB, SUNY

Brockport and SUNY Delhi)

4. a student-based pilot administered by Internet2/ EDUCAUSE (CourseSmart)a) 314 students

Initial StepsWhat is our scope?

• The scope of the pilot – Course-based e-textbook implementation– Student-based e-textbook implementation – Site license– Student opt-in

Initial Steps

• Content acquisition– Partnership with the University Bookstore – Content Aggregators (CourseLoad, CourseSmart,

Vital Source)– Individual Publishers (Cengage Brain, McGraw-Hill)– Academic collaborations (I2/Educause, SUNY)

Initial StepsExclusivity Agreements

• Exclusivity agreements with bookstores

Initial StepsExclusivity Agreements

• Many content providers—such as publishers, platform providers, and most commonly, campus bookstores being run by large national bookstores (e.g., Barnes & Noble or Follett)—are offering improved terms, rebates, student support services, and many other "perks" in exchange for contracts with digital exclusivity or an extension of existing exclusivities. In some cases, institutions have signed extensions to their bookstore contracts without noticing the addition of exclusivity language for e-content. One institution, for example, recently signed a contract that provided its bookstore with exclusivity for fifteen years. These contracts are often signed by people who may not be familiar with the pace of technology or the risks involved in long-term contracts. A coordinated discussion of the various aspects of e-content will help reduce the likelihood that a clause in the bookstore agreement will cause problems for the institution at a later date.

• http://www.educause.edu/ero/article/e-content-opportunity-and-risk

Initial StepsBookstore

• Not interested in partnering. • Bookstore on the org chart• The bookstore’s prices equaled a 28% discount• Card issuance• LMS integration?• Bookstore runs HEOA database (E-Follett) for

Registrar– Faculty do have an option to manually enter textbook

info to get books from another provider

To the maximum extent practicable, a school must post verified textbook pricing information for both required and recommended materials for each class on the schedule of classes that the school has posted online.

This pricing information must include the International Standard Book Number (ISBN) and retail price for all required and recommended textbooks and supplemental materials for each course listed in the institution’s course schedule.

Initial Steps What we considered

• Content delivery– Integration into UBLearns (Blackboard)– Provision from Libraries’ website (site license)– Issuing credentials to students on an individual basis– Length of time: Semester rentals, annual rentals,

academic career rentals, access in perpetuity– Accessibility issues– FERPA, privacy and identity management issues– UI considerations

Accessibility

Met with Office of Accessibility Resources before each pilotConsulted with university counselConsulted with Office of Equity, Diversity and Inclusion (EDI)Talked with platforms about their compliance with Read & Write GoldHave not had any requests

Accessibility

Schools must provide accommodations or modifications to ensure that the benefits of their educational program are provided to these students in an equally effective and equally integrated manner.

Initial StepsWhat we considered

• Business models– negotiating discounted individual licenses on behalf of our

students (opt-in e-textbook marketplace)– implementing course based fees (payment based on units

purchased)– implementing a universal flat rate e-textbook fee (payment

based on students participating)– implementing pay-per-use payment model– providing e-textbooks as part of financial aid packages– supporting the creation and use of open educational

resources

Initial Steps Library negotiates for lowest price

• Negotiating discounted individual licenses on behalf of our students (opt-in e-textbook marketplace)

• Cal State CSU Rent Digital Program page• Leveraging large student populations for an opt-in

program

Initial StepsPay per Use

• Library pays publisher/platform amount equal to the number of e-textbooks used by enrolled student multiplied by the list price.

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload

Implementation plan – How do we achieve the highest impact?1. Targeted high enrollment courses2. Targeted SUNY General Education requirements3. Targeted course with expensive textbooks

Implementation plan – How do we achieve the highest impact?4. Used library liaison structure to gather textbook information5. Multidisciplinary focus: access to textbooks is not an isolated problem.

Impediments to Implementation 6. We had problems locating campus list of textbooks and costs for each course.7. At the time, McGraw Hill sales reps were not familiar with the pilot, felt it was competition to their business, so they did not help in identifying classes.

Implementation plan – How did we identify select courses/faculty to participate?• Used library liaison structure to communicate our pilot

to faculty via departmental listservs and meetings• Emailed and called faculty teaching highly enrolled

courses, SUNY GER courses and liaison identified courses– With faculty, we discussed the terms of the pilot, Fall 2012

course information, interest level, textbook information, experience with e-textbooks, and next steps.

Implementation– Almost 50% of faculty expressed interest and

requested a follow-up.– The majority of interested faculty did not use

McGraw-Hill.• In the Fall 2012, the main difficulty in recruiting faculty

was due to only one publisher (McGraw Hill) participating.– Prioritized courses by textbook (had to be McGraw-

Hill), instructor enthusiasm, size of class, textbook cost and diversity of classes

Despite the e-textbook being provided free of charge, over 50% of instructors were dismissive or reluctant. Reasons include:

– Unfamiliarity with the technology– Familiar but felt print is better for learning– Familiar but wanted to use a custom version of the textbook

• In the Fall 2012, we had a lot of interest but the I2/EDUCAUSE pilot only had a deal in place for McGraw Hill. We strategically pick out courses that had expensive textbooks ($144-$233)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Classes and books

• World Civilization – UGC 111 – Nancy Anderson– Bentley and Ziegler. Traditions & Encounters, Volume 1 From the

Beginning to 1500 - 5th edition (2011).• World Civilization – UGC 112 – Jennifer Gaynor

– Bentley and Ziegler. Traditions & Encounters, Volume 2 1500 to the Present - 5th edition (2011).

• Circuit Analysis I – EE 202 – Ed Furlani– Hayt, Kemmerly, and Durbin. Engineering Circuit Analysis - 8th edition

(2012).• Principles of Marketing - MGM 301 – Alan Dick

– Kerin, Hartley, and Rudelius. Marketing - 10th edition (2011).• Discrete Structures – CSE 191 – Xin He

– Rosen. Discrete Mathematics and Its Applications - 7th edition (2012).

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Books used

• Bentley and Ziegler. Traditions & Encounters, Volume 1 From the Beginning to 1500 - 5th edition (2011)

• Bentley and Ziegler. Traditions & Encounters, Volume 2 1500 to the Present - 5th edition (2011)

• Hayt, Kemmerly, and Durbin. Engineering Circuit Analysis - 8th edition (2012)

• Kerin, Hartley, and Rudelius. Marketing - 10th edition (2011)

• Rosen. Discrete Mathematics and Its Applications - 7th edition (2012)

Courseload – Fall 2012Faculty engagement

• QR codes did not work off the screen – Dr. Dick provided URLs – hence 40 engagements.

• Integrate sharing with Facebook and Twitter. Don’t make students check yet another place for updates.

Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadTerms and UB Participation

• $20000 for 800 students• We had 840• 50 student leeway above your Tier• 370 valid survey responses?

Pilot #1 - 3E FUNDED - Fall 2012 – CourseloadFinancial

– Cost per student was $23.81

– Pilot versus new print textbook• Savings off of new print: 87% discount• New print textbook prices ranged from $144 to $233• Scope of savings from print: Up to $129,381 or

$150/student

– Pilot versus CourseSmart e-textbook rental (a competitor)• Savings off of CourseSmart e-textbook rental price: 75%

discount• Semester rentals from CourseSmart ranged $75.50 to

$122.50• Scope of savings from e-textbooks: $58,245 or

$68/student

Traditions & Encounters, Volume 1 From the Beginning to 1500 - 5th edition$143.67 Print$75.50 CS$23.81 CL83% savings off of print 68% savings off of open market competitor

Traditions & Encounters, Volume 2 1500 to the Present$143.67 Print$75.50 CS$23.81 CL83% savings off of print 68% savings off of open market competitor

Engineering Circuit Analysis - 8th edition$233 Print$122.50 CS$23.81 CL 89% savings off of print 81% savings off of open market competitor

Marketing - 10th edition$180 Print$94.50CS$23.81 CL 87% savings off of print 75% savings off of open market competitor

Discrete Mathematics and Its Applications - 7th edition (2012)$223.33 Print$117.25 CS$23.81 CL

89% savings off of print 80% savings off of open market competitor

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed

• 840 students• Pages viewed: 69071• Average pages viewed per student: 82

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage – Pages Viewed per book

• Discrete Mathematics – 128 students– 10113 pages read– 79 pages per student– Power users (top 10%) read 26% of pages (2660)– Book has 1072 pages

• Engineering Circuit Analysis, 8e 90 students– 3157 pages read– 35 pages per student– Power users (top 10%) read XX% of pages (1263)– Book has 880 pages

• Marketing– 222 students– 18637 pages read– 84 pages per student– Power users (top 10%) read 33% of pages (6091)– Book has 746 pages

• Traditions & Encounters, Volume 1 From the Beginning to 1500, 5e– 202 students– 25806 pages read– 128 pages per student– Power users (top 10%) read X% of pages (7403)– Book has 416 pages

• Traditions & Encounters, Vol. 2 From 1500 to Present, 5e– 218 students– 11358 pages read– 52 pages per student– Power users (top 10%) read X% of pages (3626)– Book has 528 pages

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage - Printing

• 175 students printed (20%)• 28831 pages printed• For those that printed, the average was 165

pages. • Including all students, the average was 33 pages.• The top 10% of printing students printed 46% of

the printing (13393)• High printer was 1828 pages.

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student Usage - Printing

• Discrete Math – 26 printing students, average 198 pages

• Circuit Engineering – 6 students, average 42 pages

• Marketing – 40 students, average 142 pages• World Civ Vol. 1 – 45 students, average 225 pages• World Civ Vol. 2 – 58 students, average 132 pages

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement

• Total engagements 55642 by 386 students (45% of participating students)

• Power users (top 10% of engaged students) accounted for 77% of the engagements

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by course

• Discrete Math had 714 engagements• Circuit Engineering had 53 engagements• Marketing had 12897 engagements• UGC 111 had 34090 engagements• UGC 112 had 7888 engagements

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by date

• 4524 in August (August 21-31) = 411/day• 19881 in September = 666/day• 17438 in October = 563/day• 9615 in November = 321/day• 4184 in December (Dec 1-14) = 279/day

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student engagement by activity

• 430 bookmarks• 766 notes• 54446 selections

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Discrete Mathematics Annotations

(25 annotations)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Marketing annotations

(214 annotations)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload World Civilization 1500-present annotations (98 annotations)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload World Civilization From the beginning to 1500 annotations (1207 annotations)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Faculty Engagement

• 40 notes by Alan Dick• 1 notes by Gaynor• No other faculty

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student survey

• 417 responses or 370 valid responses (?)• 4 out of 5 classes responded• Paper survey in class• Nationally, UB accounted for 10% of the pilot’s

response• Comparison with national stats?

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student survey – Important when considering purchasing an e-textbook

• Cost is the most important by far– 88% felt that this was important (6% not very important)

• Physical considerations (P vs. E)– 65% felt that this was important (16% not very important)

• Environmentally friendly– 55% felt that this was important (25% not very important)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student survey – Important when considering purchasing an e-textbook

• Students are more split on:– Readable on a tablet (49% important v. 28% not very important)– Includes bonus material (43% important v. 32% not very

important)– Readable on smartphone (42% important v. 29% not very

important)– Offline browsing (40% important v. 43% not very important)– Available for entire academic career (40% important v. 39% not

very important)– Social note sharing (35% important v. 34% not very important)

Pilot #1 - 3E FUNDED - Fall 2012 – Courseload Student survey

• 1 out of 5 participating students bought a paper copy of the textbook anyway

• Broken out by course, how does this look?

PILOT #1 -Would you be willing to enroll in a course with a mandatory e-text charge that was less expensive

than a textbook price you could get on your own?

• SPLIT!• 28% YES• 22% NO• 50% MAYBE

• Our Spring survey addresses price points were these percentages may or may not change.

Pilot #1 - Student survey

• 34% admitted difficulty in using e-textbooks the first few times they used it.

• 44% did not admit to having difficulties.

Pilot #1 - Fall 2012 CourseloadStudent survey

• 2 out of 3 students thought the features in navigation in Courseload were easy to use.

• 9% felt that Courseload was difficult.

• 41% students have integrated e-textbooks into their learning routine

• 28% students have not integrated e-textbooks into their learning routine

• 40% of students said that their instructor encouraged use of e-textbook features (annotation, highlighting and note sharing)

• 31% said no

• Break out by class to see who did and didn’t encourage their students

• 21% said they read more assigned readings than they would have with a paper textbook.

• 46% said they did not read more assigned readings than they would have with a paper textbook.

• 21% said they annotated and highlighted more than they would have with a paper textbook.

• 52% said they did not annotate and highlight more than they would have with a paper textbook.

• 44% disagreed that they learned more with the e-textbook’s highlighting and annotating features compared to paper textbooks

• 21% agreed that they learned more with the e-textbook’s highlighting and annotating features compared to paper textbooks

LEAD SLIDE: Student survey – I plan to purchase e-textbooks over traditional textbook in the future

• SPLIT!• 30% disagree• 30% agree• 40% neutral

• Fall 2012 CourseloadStudent survey

• Compared to paper, e-textbooks helped me to better understand the ideas and concepts taught in this course.

• 20% agreed• 37% disagreed

• Compared to paper, e-textbooks allowed me to better organize and structure my learning.

• Compared to paper, e-textbooks increased engagement with course content.

• Compared to paper, e-textbooks offered greater flexibility to learn the way I want.

• Compared to paper, e-textbooks helped me interact and collaborate more with classmates.

Fall 2012 CourseloadStudent survey

• Compared to paper, e-textbooks made my study time more efficient.

• 25% agreed• 51% disagreed• Twice as many feel paper is more efficient.

Fall 2012 CourseloadStudent survey

• Percentage of time students used to read the textbook.

• Laptops by far were the most used reading method • Rank– Laptop (65%)– Paper textbook (14%)– Desktop (10%)– Tablet (5%)– Mobile device (3%)– Printout (3%)

Fall 2012 CourseloadStudent survey of valid responses for Q33-38 (% of laptops used to read)

• 11% did not use laptops at all• 125 students (41%) used laptops exclusively• 189 students (62%) used laptops as their

primary method to read course content

Fall 2012 CourseloadStudent survey of valid responses for Q33-38 (% of paper textbook

to read)

• 78.5% did not use a paper textbook at all• 10 students (3%) used paper textbooks

exclusively• 46 students (15%) used paper textbooks as

their primary method to read course content

Fall 2012 CourseloadStudent survey of valid responses for Q33-38 (% of desktops used to

• 68% did not use desktops at all• 5 students (2%) used desktops exclusively• 21 students (7%) used desktops as their

Fall 2012 CourseloadStudent survey of valid responses for Q33-38 (% of tablets used to

• 82% did not use tablets at all• 2 students (1%) used tablets exclusively• 9 students (3%) used tablets as their primary

method to read course content

Fall 2012 CourseloadStudent surveyStudent survey of valid responses for Q33-38 (% of

mobile devices used to read)

• 81% did not use mobile devices at all• No students used mobile devices exclusively• 2 students (1%) used mobile devices as their

Fall 2012 CourseloadStudent surveyStudent survey of valid responses for Q33-38 (% of

printouts used to read)

• 87% did not use printouts at all• No students used printouts exclusively• 3 students (1%) used printouts as their

Fall 2012 Courseloadsurvey: Methods used to read course content

• 142 students (47%) used 1 method to read course content

• 82 (27%) used 2 methods• 55 (18%) used 3 methods• 14 (5%) used 4 methods• 2 (1%) used 5 methods• 8 (3%) used 6 methods

Fall 2012 CourseloadStudent surveyStudent survey – What percent of the assigned

readings did you read (in any format)?

• 57% average• 60% median• 57 students reported reading 100% of their

textbooks• 65 students reported reading 10% or less of

their textbook

Fall 2012 CourseloadStudent survey – Free-text comments

• 98 additional comments• 52 classified as negative towards e-textbooks• 24 classified as positive towards e-textbooks• 14 classified as balanced towards e-textbooks• 8 classified as irrelevant

Fall 2012 CourseloadStudent surveyStudent survey – Free-text comments - Readability

• 16 comments explicitly mentioned how hard e-textbooks are to read.

• “E-textbooks are really hard to read on computers. The pages are too small and if you magnify it scrolling is still a pain.”

• “It's sometimes difficult to stare at a computer screen for long periods of time, which is why I purchased a looseleaf version of the book.”

• “E-textbooks hurt my eyes. I hate it, except it was free so I hate it slightly less.”

Fall 2012 CourseloadStudent surveyStudent survey – Free-text comments - Economics

• 25 comments explicitly discuss the economics of e-textbooks (18 positive, 6 negative)

• “I like the fact that it is cheap. College students are poor!”

• “I'm just happy I did not have to get forced into spending money on a book that I would not need for every assignment.”

• “Don't do a mandatory lab fee, people will riot. Don't do it.”

• “I will usually only use an e-book when it is either cheaper than the hard book or free.”

Fall 2012 CourseloadStudent surveyStudent survey – Free-text comments - device

compatibility and offline browsing

• 13 comments addressed device compatibility and offline browsing (1 positive, 12 negative)

• “Couldn't use it when I needed it because recitation did not have WIFI.”

• “Allow us to download the file as a .PDF so we can always access the textbook at all times even when there is no internet.”

• “Make it easier to read on an i-Phone or any other mobile device.”

Fall 2012 CourseloadStudent surveyStudent survey – Free-text comments - Distraction

• 5 comments addressed how having an online textbooks creates an environment of distractions

• “E-textbooks work poorly for me because the ‘internet’ aspect is so distracting. For example, ‘I'm reading my textbook…[5 minutes later]…I'm bored. Facebook.’”

• “..since it's on the computer, it's very easy to get distracted by music or facebook. If it was an actual textbook, I could shut off my laptop.”

Fall 2012 CourseloadStudent surveyStudent survey – Free-text comments – format

preferences

• 26 students explicitly stated their preference for print textbooks

• 4 students explicitly stated their preference for electronic textbooks

Fall 2012 CourseloadStudent survey – Free-text comments – format preferences

• “It is personally easier to learn using a hard copy of the text. Being able to flip back & forth between pages in an organizer manner and something to hold in my hands provide a greater sense of learning and easy to reflect back on in the future. My grades have shown studying from physical text is more efficient than other methods.”

• “E-textbooks are good in theory, horrible in practice. I will never buy an e-textbook again. I can't learn like this.”

• “I would really like to have e-textbooks as long as I can print them because I like to carry around only the chapters I need.”

Fall 2012 CourseloadStudent survey – Free-text comments – physical benefits

• 5 comments were made on the physical benefits of e-textbooks

• “The e-textbook being free and online was awesome because I didn't have to break my back carrying heavy books.”

• ‘Definitely beats a 30lbs. textbook.”

Fall 2012 CourseloadStudent survey – Free-text comments

Fall 2012 CourseloadStudent survey – CROSSTAB

• Students that indicated they will purchase e-textbooks in the future read 56% of their course materials

• Students that indicated they will not purchase e-textbooks in the future read 45% of their course materials

• Highly engaged students (students who read over 90% [n=83]) are split (31% agree, 35% neutral, 34% disagree)

Nature Publishing Group – Principles of Biology

• Paid $5000 for annual license• Retail, Direct from Nature - $49.00 • University Bookstore - $59.00 • Price offer to UB Libraries for BIO 203 - $44.10

Nature

• So new• Site license (12 months)• Negotiated an introductory rate for an annual

site license instead (~$5000)• Principles of Biology Reference Edition• Table of contents issues

• Not our pilot but in the required textbook class 249 out of 250

• Analytics were incomplete

• For BIO 203 – 300 students• For BIO 200

IITG – Spring 2013

• 443 student participated overall• 296 students participated from UB

IITG – Spring 2013Classes, Students, Textbooks

• SUNY Buffalo– NUR475 – 127 students - Leadership and Management for Nurses:

Core Competencies for Quality Care– NUR250 – 169 students - Understanding Human Development

• College at Brockport– NUR451 – 26 students - Professional Nursing Concepts: Competencies

for Quality Leadership– PSH301 – 53 students - Research Methods for the Behavioral Sciences

• SUNY Delhi– HIST125 - 35 students - History of World Societies, 9th ed– NURS300 - 33 students - Leddy & Pepper's conceptual basis of

professional nursing, 7th ed

IITG – Spring 2013Financial

• CourseSmart offered an institutional bulk purchase discount of 5% off of their e-textbook prices

• Cost per student: $47.25

• Overall pilot versus new print textbook– Savings off of new print: 61% discount– New print textbook prices ranged from $62 to

$225– Scope of savings from print: Up to $33,018 or

$75/student

• UB students in pilot versus print– Savings off of new print: 62% discount– The two nursing textbooks cost $72 and $143.– Scope of savings from print: Up to $20,621 total– Scope of savings for NUR475: Up to $44.66 per

student– Scope of savings per student for NUR250: Up to

$88.46 per student

IITG 2013 –Negatives

• Administratively to include small schools or small classes can be a drain

Spring 2013 Student-based pilot

• I2/EDUCAUSE pilot• 314 students participating receive semester

access to CourseSmart’s library up to 12 e-textbooks at a time.

Spring 2013 Student-based pilot Negatives

• Hard to communicate• Hard to train

Spring 2013 Student-based pilotFinancial

• $44,000 for the first 200 students• $200 per student for the additional 114

students = $22,800• Cost per student: $213

• CourseSmart analytics dashboard• 10-12% mobile use• Of that 10-12%, 60% are ipad; 20% mobile

iOS; 20% Android• Windows and Blackberry barely register

• CourseSmart analytics dashboard

• Analytics• Engagement Index – a summary number of

page views, notes, highlights, bookmarks

Spring 2013 Student-based pilotIdentity Management

• The first time a student logs in, CourseSmart passes students from Blackboard to their site

• Then CS asks for log in credentials• CS reasons: app, added features

Spring 2013 Student-based pilotEOP

• EOP advisor mentioned students not on probation. Not causal but students are mentioning our pilot as a factor for getting off probation.

• Can we Target highly engaged students based on CS data for Fall 2013 pilot?

Business Models• Going forward, the University Libraries are investigating novel

business models, economies of scale, internal infrastructure and processes with the goals of contributing to a university-wide e-textbook strategy and making higher education more affordable and enriching for our students. Business models include:

• negotiating discounted individual licenses on behalf of our students• implementing course based fees• implementing a universal flat rate e-textbook fee• implementing a pay-per-use payment model• providing e-textbooks as part of financial aid packages• fomenting the creation and use open educational resources

e-textbooks summary powerpoint

bookstore contracts

bookstore agreement

pilotsa coursebased

various aspects of e

institutions course

suny brockport

heoa database efollett

campus bookstores

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