This document summarizes the findings of a survey on student attitudes toward course materials in higher education. Some key findings include:
- Over 50% of students have taken a course using an Integrated Learning System like WileyPlus or Pearson Mastering. However, only about 1/3 of faculty report being likely to use these systems.
- While most students still prefer print textbooks, digital textbook purchases have risen in recent years and now account for over 30% of acquisitions. Convenience of digital materials and lower prices are driving more students online.
- Piracy and acquiring international or scanned versions of textbooks remains common among students, with over 40% reporting such behavior. However, faculty see even higher rates of illicit
5. Ongoing, twice-annual survey of US
college students
Includes two-year, four-year, private,
public, and for-profit institutions
Featuring four years of trend data,
from 2010-2013
Accompanied by a survey of higher ed
faculty in Spring 2012 and 2013
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7. The Fate of the Textbook
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2010 Spring
2011
Fall 2011 Spring
2012
Fall 2012 Spring
2013
Fall 2013
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8. Required Course Materials
0% 10% 20% 30% 40% 50% 60% 70%
Other
Open educational resources used
Materials assembled in course pack
One or more textbooks recommended
Materials provided through ILS
No formal course materials
One or more textbooks required
Fall 2013
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9. Required Course Materials
0% 20% 40% 60% 80%
Other
Open educational resources used
Materials assembled in course pack
One or more textbooks recommended
Materials provided through ILS
No formal course materials
One or more textbooks required
Fall 2013 Fall 2012 Fall 2011
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10. WHAT DO FACULTY THINK?
Required Course Materials
0 0.2 0.4 0.6 0.8 1
Other
Open educational resources used
Materials assembled in course pack
One or more textbooks recommended
Materials provided through ILS
No formal course materials
One or more textbooks required
STUDENTS FACULTY
0% 20% 40% 60% 80% 100%
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11. Students Prefer Print
56%
16%
15%
6%
7%
Print textbook
Digital textbook
Print textbook including
online supplements
Digital textbook
including online system
No preference
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12. Why Print?
0% 20% 40% 60% 80% 100%
Poor experience with digital
Privacy concerns
Can share/copy
Don't have device
Can keep at end of semester
Buyback options
Ease of bookmarking/highlighting
Prefer look/feel of print
Fall 2013
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13. Acquisition Process
0% 10% 20% 30% 40% 50%
Try to get by without it
Buy digital book
Rent digital book
Rent physical book
Buy physical book and sell it back
Buy physical book and keep it after
semester ends
Fall 2013 Fall 2012
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15. 63% of students who purchased
a digital text were satisfied with
the price they paid…
compare that with 43% of print
textbook purchasers.
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17. Going Digital
0% 10% 20% 30% 40% 50% 60% 70%
Has taken a course using McGraw-Hill…
Has taken a course using Cengage MindTap
Has taken a course using Wiley Plus
Has taken a course using Pearson Mastering
Has taken a course using Pearson MyLab
Prefers online courses
Pays for most of own course materials
MBA student
Senior/4th year student
Junior/3rd year student
Attending 4-year college or university
SURVEY AVERAGE
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20. Purchase Sources
0%
10%
20%
30%
40%
50%
60%
Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013
Campus bookstore (on-site or website)
Other bookstore (on-site or website)
Amazon
All other sources
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23. Integrated Learning Systems
“…adapts to the needs and styles of
individual students using learning-based
algorithms, simulations, and discovery
exercises. An ILS blends traditional
textbook content with online resources
and makes extensive use of assessments
to measure learning outcomes.”
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24. Integrated Learning Systems
Don’t know
N/A
Helpful
Online homework
Blackboard
Useful
Annoying
Supplements
Tools
Great
E-Books
MyMathLab
Website
Extras
Online stuff
WASTE OF MY MONEY!
Useless
Google
Software
Digital book
ECompanion
Mastering
Wiley Plus
Study Aids
Course pack
Work
Aplia
Frustrating
? Class site
OK
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25. Over half of students surveyed
have now taken at least one
course using an ILS.
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26. Integrated Learning Systems
0% 10% 20% 30% 40% 50% 60% 70%
To what extent did it help improve
your grade?
To what extent did it help your
studying?
To what extent have you used the
ILS?
To a large extent Somewhat Not much
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27. Faculty Influence
31%
50%
19%
How likely would you be to purchase digital course materials if
the instructor recommended them and provided URL?
Very Likely
Likely
Unlikely
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28. The majority of faculty members
(56%) indicate they are solely
responsible for selecting
materials for their classes.
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29. WHAT DO FACULTY THINK?
Course Material Selection
0% 20% 40% 60% 80% 100%
Use of an Integrated Learning System
(e.g., WileyPlus, Pearson…
Availability of online
quizzing, tutoring, self-assessments…
Service provided by the publisher
Good teaching aids for instructors
Low cost to students
Pedagogy within the textbook
Experience with a previous edition
June 2013 Feb. 2012
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30. WHAT DO FACULTY THINK?
Integrated Learning Systems
0% 20% 40% 60% 80% 100%
Not sure
No, I am not likely to teach a
course using an ILS within the next
year
Yes, I am likely to teach a course
using an ILS within the next year
Yes, I have taught a course making extensive use of an ILS
No, I have not taught a course making extensive use of an ILS
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31. Illicit Acquisition Behaviors
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013
Photocopied/scanned content from other students
Downloaded digital content from other students
Acquired content from pirate website
Acquired international versions of texts
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32. WHAT DO FACULTY THINK?
Illicit Acquisition Behaviors
0% 10% 20% 30% 40%
Downloading digital textbook content
from other students
Downloading other course material from
other students
Downloading course materials from a
Website not specifically authorized by…
Buying or acquiring international
versions of textbooks
Buying or acquiring textbooks from a
pirate Website
Photocopying or scanning chapters of
textbooks from other students
June 2013 Feb. 2012
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33. Attitudes Toward Copyright
0% 10% 20% 30% 40% 50% 60%
Other books
Textbooks
Television
Film
Games
Music
Not at all To a limited extent To a large extent
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34. Attitudes Toward Copyright
0% 20% 40% 60% 80% 100%
Acquired international versions of
texts
Acquired content from pirate
website
Downloaded digital content from
other students
Photocopied/scanned content
from other students
"Not at all" Survey Average
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35. Illicit Acquisition Behaviors
0% 10% 20% 30% 40% 50%
Family member
Newspaper article
Instructor
A website
Another student
Friend or roommate
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36. Illicit Acquisition Behaviors
0% 10% 20% 30% 40%
My parents can't pay for books
My friends do it
Student loans are too high
Instructor doesn't use book enough
Have low income/budget for books
New textbooks are too expensive
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38. Price & Value
69%
25%
6%
I'm willing to get textbooks at the lowest cost, even if it means
purchasing older editions
Agree
Disagree
Don't know
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39. Price & Value
78%
14%
8%
I would spend money on learning solution that improves my
results by 1 letter grade or more.
Agree
Disagree
Don't know
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40. Price & Value
73%
18%
9%
I would spend money on a learning solution that reduces my study
time by 25%.
Agree
Disagree
Don't know
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41. Students are willing to spend…
on products they perceive
as having value.
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42. For students, value =
increased studying efficiency
or improved grades.
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Since the study began, we’ve seen a steady, but very slow, decline in textbooks being required as course materials – or so say students. Hold that thought.
Discuss and advance to next slide.
You can see that instances of a textbook being required for a course are on the decline, while no formal use of course materials is on the rise.
Interestingly, and not surprisingly, faculty takes a slightly different view. As noted earlier, we also do a study of faculty attitudes. Not same schools or courses, but same semester and same survey. Here we see that faculty is more likely to state the course materials are required.
Students still prefer print over other formats, but this has also been slowly eroding over time.
When asked why student prefer print, you can see that the leading responses – prefer the look and feel, ease of bookmarking, buyback options – are based more on established habits and conventions than on any rejection of new technologies. Yes, some students did report a bad experience with digital content, but as a reason for preferring print, it was at the bottom of the list.
When asked how they acquire course materials, a plurality still buy the book and sell it back at the end of the semester. But that group is shrinking. The biggest gainer is rental, specifically renting physical books.
What motivates students in terms of acquisition? Money.
This is an important concept. In the U.S., digital course materials have a higher perceived value than do print course materials. Students tell us again and again in this report that they believe textbook prices are too high.
The number of students in the U.S. who have had experience with digital textbooks has been pretty consistently on the rise.
When we cross-tabbed responses about which students had used digital with other answers, we can see that those most likely to have used digital are upper classmen and grad students, those who pay for their own course materials, and those who prefer online courses.
Laptops are still dominant, but all mobile devices are on the rise.
While students increasingly have tablets, they’re not using them for cousrework.
Campus bookstores are actually trending up (when we consider both in person and online purchases), and – perhaps surprisingly – Amazon is trending down in terms of textbook purchases
Textbook rentals have started to catch on over the past few surveys. Almost 19% of students now indicate that they prefer rental over purchase; 22% say they rent a physical textbook most often for their classes, and 5% now most often rent a digital text.
When it comes to rentals, we’re seeing the opposite trend from the purchase sources we looked at. Amazon has taken off since getting into the rental game and continues to grow quickly.While rental is a clear current and future trend in acquisition, now let’s discussion the clearest current and future trend in format: Integrated Learning Systems.
When students were asked to identify what this is, there was no consensus.
While we know it as an Integrated Learning System, the survey results suggest there is a branding problem.
What’s interesting here is that students who have used and ILS believe, at least somewhat, that it’s a format that helps improve studying and evening letter grades.
Faculty’s influence on student purchases are clearly felt. More than 80% of respondents are either Very Likely or Likely to purchase digital course materials if the instructor is recommending and facilitating the purchase of such content.
With faculty having such huge decision-making powers, as well as strong influence over purchasing decisions, let’s examine some of their motives for choosing course materials. As you can see, familiarity with the material is important.
Not surprisingly, faculty that have used and ILS are much more likely to use one again in the future.
Let’s turn our attention to illicit behavior. Here we’re focusing on students who acquire content through photocopying a friend’s textbook, downloading non-sanctioned content, or buying international versions of texts. Such behavior has been on the rise consistently from our very first report. We’ll examine why in a moment. Here we’re looking at students who say they engage in this behavior at least “occasionally.”
Faculty are slightly less aware of this behavior, but they are indeed aware.
In the most recent report, we asked this question for the first time: As you may know, "copyright protection" gives the creator of an original work exclusive rights to it, usually for a limited time and limits how the work can be distributed (e.g., copied). In your opinion, to what extent should the creators of each type of content below be protected by copyright from unauthorized distribution of the creator's work?As you can see, students generally agree that copyright protection should be extended to a “limited extent,” with film getting the most support of any media.
As you would expect, those who said copyright protection should be extended “not at all” were far more likely to engage in illicit behavior.
When asked who suggested one of the aforementioned illicit behaviors, it’s very interesting to note that faculty showed up approximately 15% of the time!
What drives illicit behavior? As you would expect, money. The top two reasons are related to price. Books would have to be <$50 to get students to purchase instead of copying or downloading. Most are looking for a price around the $20-40 range.
Examining price more closely, students don’t see the value in textbooks, though while those who think they are expensive form a majority, it’s not an overwhelming majority.
Students are overwhelmingly willing to buy an older edition to save money.
Here are what I think are the two most important questions in the survey – First, the vast majority of students would pay more if they felt that materials would improve their results by at least one letter grade.
And second, they would also overwhelmingly spend more if they believed that it would save them time. In other words…