This study investigates the comparative effectiveness, accessibility, and student perception of online open textbooks versus traditional print textbooks in a university undergraduate first-year biology course. Using survey responses from students and academic performance data, the analysis examined satisfaction, textbook accessibility, perceived learning effectiveness, and final course grades. While no statistically significant differences were found in overall satisfaction (p = 0.40) or academic performance (p = 0.30), students who used online textbooks reported significantly higher levels of accessibility (p = 0.013). Furthermore, most students, regardless of the textbook type used, expressed a preference for digital or hybrid formats for future learning. Effect size analysis (Cohen’s d = –0.25) indicated a small, negligible difference in course marks, slightly favoring traditional users, though not at a level of practical significance. These findings suggest that online open textbooks offer equal academic value while enhancing usability and access, particularly in terms of immediacy, portability, and reduced cost barriers. Overall, the results support broader adoption of open educational resources (OER) in post-secondary science education as a cost-effective, accessible solution that does not compromise learning outcomes. Practical implications include prioritizing accessibility features (e.g., searchable text, offline/low-bandwidth options) and providing brief orientation to digital navigation to better align textbook delivery with the evolving preferences and needs of students.
Singh et al. (Thu,) studied this question.