As textbook costs continue to rise and instructional practices evolve, institutions increasingly rely on low and zero cost course markings (LTC/ZTC) to signal affordability to students. But do students recognize, understand, and use these designations when making decisions?
This presentation examines four years of textbook affordability survey data alongside a recent course markings perception survey to explore how student awareness, trust, and the use of LTC/ZTC indicators have impacted the student experience with course materials. While we have invested in building a strong OER program, our findings reveal a persistent gap between intent and student experience. Our project examines how OER investments translate (or fail to translate) into student decision-making through LTC/ZTC signaling.
Attendees will leave with practical strategies to improve the visibility, clarity, and impact of affordable course materials initiatives beyond simply adopting OER.
Attendees of this session will be able to:- Identify key factors that influence student course selection related to course materials (e.g., cost, clarity of labeling, trust in designations, timing of information, instructor reputation).
- Relate student decision-making factors to their own institutional context and course marking practices.
- Examine where breakdowns occur between affordability signaling and student action.
- Propose interventions (e.g., messaging, advising integration, system design) that better align affordability efforts with actual student behavior.
