Abstract

In this paper, 936 faculty free response reviews of open textbooks from the Open Textbook Library were analyzed for content and themes. The reviews were completed by faculty members at institutions in the United States and Canada. The textbooks were evaluated regarding their comprehensiveness, content accuracy, relevance longevity, clarity, consistency, modularity, organization structure flow, interface, grammatical errors, and cultural relevance. The results of the reviews found that the across 9360 comments regarding the quality of open textbooks, of these comments 97.3% reflected adequate or exceptional reviews of the textbooks. Faculty often compared the texts to traditional textbooks and in all mentions of comparison, the open textbook were regarded to be of equal or superior quality. The results of this study aid in alleviating concerns regarding quality of Open Educational Resources (OER) and provide peer reviews that faculty who consider adopting these textbooks often request. Limitations of the study and further prescriptions for research regarding OER quality and peer review research have been explored in the study.

Degree

MS

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2017-12-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd9700

Keywords

open educational resources, open licenses, open textbooks, peer review

Language

english

Available for download on Tuesday, March 02, 2021

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