International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 222

International Journal of Open Educational Resources
Table 2. What is your status at UNA? (select all that apply)
Answer Respond %
Full-time face-to-face 41 50.62
Part-time face-to-face 9 11.11
Full-time online 13 16.05
Part-time online 14 17.28
Full-time blended (face-to-face and online) 26 32.10
Part-time blended (face-to-face and online) 2 2.47
Other (please describe) 5 6.17
“Other” responses included curriculum developer, fundraiser, grant writer, and graduate
coordinator.
importance of features, such as ancillary
resources and access codes, when
selecting a textbook. Participants were
also asked questions relating to textbook
costs, including when they had
last checked the price of the materials
they required for classes, how often
students asked if the text was required
or if an older edition could be used,
and how much they thought students
spent on materials per course. Finally,
participants were asked how often they
thought students did not purchase required
class texts.
Since survey participants may
teach multiple classes, they were given
the option to choose multiple answers
regarding textbook selection. Fifty-four
respondents indicated they have sole responsibility
for textbook selection and
19 respondents are involved in textbook
selection committees. The next highest
choice was “Entire department,” with 7
responses (see Table 3).
Respondents were asked to rate their
personal criteria for textbook selection
on a Likert scale from “Not at all important”
to “Extremely important.” The
criteria with the most importance to
37 participants was “Clear & accessible
writing.” Sixty participants indicated
that “Sponsorships or other financial
incentives offered by the publisher”
were not at all important. Other “Extremely
important” criteria included
“Comprehensiveness of coverage” (26)
and “Cost to the student” (20). Table 4
shows the complete breakdown of participant
responses.
When rating ancillary resources
that can come bundled with textbooks,
participant responses were mixed. Fifteen
participants rated slide decks as
“Extremely important,” but 18 selected
“Not important at all.” With an average
value of 2.95, “Online student resources”
received the highest overall importance
of the resources listed (see Table 5).
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