Instruction
Open textbooks are flexible in ways that traditional textbooks are not, which gives instructors more freedom to use them in the way that best meets their instructional needs.
One common frustration with traditional textbooks is the frequency of new editions, which force the instructor to modify the curriculum to the new book. Any open textbook can be used indefinitely, so instructors need only change editions when they think it is necessary.
Many open textbooks are licensed to allow modification. This means that instructors can add, remove or alter the content to better fit a course's needs. Furthermore, the cost of textbooks can in some cases contribute to the quality of instruction when students are not able to purchase required materials. A Florida governmental panel found after substantial consultation with educators, students, and administrators that "there are compelling academic reasons to use open access textbooks such as: improved quality, flexibility and access to resources, interactive and active learning experiences, currency of textbook information, broader professional collaboration, and the use of teaching and learning technology to enhance educational experiences." (OATTF, p. i)
Read more about this topic: Open Textbook
Famous quotes containing the word instruction:
“I have come to believe ... that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy will be challenged afresh when it is obliged to simulate life itself.”
—Jane Addams (1860–1935)
“There is in general good reason to suppose that in several respects the gods could all benefit from instruction by us human beings. We humans are—more humane.”
—Friedrich Nietzsche (1844–1900)
“Much of the pressure contemporary parents feel with respect to dressing children in designer clothes, teaching young children academics, and giving them instruction in sports derives directly from our need to use our children to impress others with our economic surplus. We find “good” rather than real reasons for letting our children go along with the crowd.”
—David Elkind (20th century)