Justin Hoshaw, associate professor of biology at Waubonsee Community College, knows that an educator must always search for more effective ways to support their students’ learning, which is why he has used Pearson's cutting-edge online learning platforms and eTextbooks in his classes for years.

Recently, Justin and a colleague conducted an extensive evaluation of their microbiology course, which included the consideration of new options for the course’s primary textbook. During their search, they reviewed Microbiology: Basic and Clinical Principles by Lourdes P. Norman-McKay. Both were so impressed with the eTextbook that they were the first educators in the country to adopt it — even before it was officially published.   

eTextbook features that support student learning

eTextbooks offer an array of unique features to support students’ learning. 

1. highlight and take notes
   
2. search for a specific term or idea
3. make flashcards based on key concepts 
4. listen to the audio version* 

The benefits of making the switch to eTextbooks

Previously, Justin encouraged his students to buy the print version of his course’s textbook, but he changed his mind after witnessing the many advantages of eTextbooks for students and educators.

For students, the ability to highlight and take notes in the eTextbook can help with overall comprehension. And when it’s time to prepare for assessments, they can use their annotations (as well as the learning objectives that accompany each section) to focus their study efforts and maximize their efficiency. As Justin says, “There are some students that are going to go back and reread the whole chapter when studying for an exam. No, let’s go back and look at those highlights. Look at the comments you added into the text. It will save you time. It will help you focus on those important concepts that you’ve already highlighted and already commented on. You are going to be more successful reflecting on that information.”

The Pearson+ mobile app that offers both the eTextbook and audiobook options is especially beneficial for busy students. The convenience and flexibility of accessing their course materials on the go helps them keep up with their assignments. “There is a benefit to being able to go through and read the text, but then having the audio to listen to as they are reading, I think that really helps reinforce the information for the students. It helps keep them on track,” says Justin.

As an educator, Justin also finds many of the features of eTextbooks and the Mastering online learning platform helpful, particularly the instructor dashboard. The analytics provided within Mastering Microbiology help him understand how his students are interacting with the eTextbook. “That was something that caused me to take a second look at having students use the eTextbook, the ability for the faculty member to go in and identify how long students have spent reading, how many comments they’ve made, how many highlights they’ve made,” he says. This is valuable information that Justin can use to support students who are struggling or falling behind in the course.

The feature Justin found most impressive about Norman-McKay's eTextbook in particular was the way the content guided students through the learning process. "What clinched the deal was the study recommendations and coaching throughout the text,” he says. “I had never seen so many tips for students to keep in mind that would help them understand the material. It was as if the instruction was already embedded into the text and coaching them along.”  

Justin’s students agree that the layout of the content and the tone of the writing made them feel more engaged with the information. “They felt like they had a tutor right there with them while they were reading the text, Justin remarks.

Pearson partners with innovative authors to create enriching experiences that meet learners where they are and inspire them to love learning. Justin’s experiences with Pearson eTextbooks and online learning platforms has convinced him that he made the right choice to switch from print to digital.

*Audiobook available in most titles

During his more than two decades of teaching, Shawn Davis has spent years searching for the most comprehensive online learning solution for higher education. Now, he believes he’s found it.

With Revel, Shawn is able to leverage high-quality tools and resources that support his teaching practices as well as his students’ learning processes.

Support for educators

Shawn is currently using Revel in his Fundamentals of Psychology course at The Chicago School of Professional Psychology (TCSPP). Though he has worked with a variety of online learning platforms over the years — including WebCT, Canvas, and Connect — Revel stood out to him from day one. “It’s a lot smoother platform than I gave it credit for,” he says. “Revel is intuitive to the point where I could really just step right in as an instructor.”

The combination of a user-friendly interface and Pearson’s comprehensive instructor support materials helped Shawn dive into Revel immediately. This head-start was especially beneficial when the template he was supposed to use for his course suddenly disappeared — on the night before the first day of classes — forcing him to rebuild his entire course from scratch in just a few hours.

Shawn says that knowing the Pearson support team was available to help him, even in the middle of the night, gave him the confidence to take on this considerable challenge. Though it’s not an experience he wishes to repeat, he was able to get his course up and running in time for his first class.

Support for students

One of the most significant obstacles of teaching an online course is keeping students focused and interested. As Shawn has discovered, Revel can help educators address this issue by providing relevant materials and targeted support for students.

With Revel, instructors can decide how granular they want to go in their course customization. They can “set it and forget it,” or pick and choose the content they want to include. “There are so many parts and pieces with Revel that it gives students the impression that I am extremely engaged and hands-on with them,” Shawn says.

Revel’s video quizzes feature is one example of a customizable content option that encourages student engagement. The quizzes give students a brief review of key concepts and then have them apply those concepts to novel problems. Based on the results of these quizzes, Revel helps students identify areas of strength and opportunities for improvement.

Instructors can see students’ video quiz results on the Educator’s Dashboard and then adjust their teaching practices accordingly. “It is a really fast indicator of who is struggling,” says Shawn, “and I have used it to be able to reach out to those students to try to bring them back into the fold.”

Revel rises to the top

By efficiently delivering the tools, data, and content that support Shawn and his students, Revel has made the online teaching and learning experience more engaging and effective.

Read more about Shawn's experience with Revel in the full spotlight.

What can Revel do for you and your students?

Learn more about Revel

The landscape of higher education has changed dramatically over the past few years – a global pandemic, the push for greater equity and inclusion in education, and the advent of generative AI have all played a role in altering how, when, and where people learn. Online and hybrid degree programs have become more mainstream, enabling a larger population of people to gain access to learning opportunities.  

The need for students’ perspectives to be considered by decision-makers in higher education has never been more urgent. This need is what inspired Pearson to conduct our Student Success Survey, a review of college and university students that gives voice to their experiences and paves the way for meaningful improvement in the design and development of courses and tools in higher education. 

The challenges: time management and focus 

The top two issues facing the group of students surveyed were: time management and staying focused. 

Time management issues 

The survey responses show that students need more support when balancing their coursework with their other obligations. As one student from Merced College wrote, “I am constantly updating my time management system but none of it seems to work.”  

Time management is a significant sticking point, not because students do not know how to manage their time, but because their lives have become so busy that the usual methods of keeping track of their to-dos are insufficient.  

Many students must juggle full-time work and family responsibilities in addition to their studies. One respondent, a mom of three kids studying at the Delta College of San Joaquin, wrote, “Between classes, assignments, and activities, it can be difficult to find enough time in the day to get everything done. I try my best to prioritize my tasks and create a schedule, but sometimes unexpected events can throw me off track.” 

Once a student gets knocked off track, it can be extremely difficult to help them get back on, especially at the higher education level.  

Trouble focusing 

Challenges with maintaining focus while reading and studying was the other primary problem for the students who participated in the survey. Nearly 40% of students reported trouble focusing as a significant obstacle to their learning. 

Another Merced Community College student cites the pandemic as the turning point for their ability to focus on schoolwork. “I feel that after the pandemic I haven't been able to focus on anything.” 

That student is not alone in feeling as though the COVID-19 pandemic has had an enduring negative impact on their ability to learn, even though many aspects of daily life have returned to a pre-pandemic state of functioning. A recent study published in Psychiatry Research found a link between the increased levels of stress and fear experienced by many college students during the pandemic and ongoing issues with focus and attention. 

Pearson’s solution: Make students’ learning more efficient and engaging  

The best way to learn how a student wants to learn is to hear it directly from them. Listening to student voices is essential, especially now, which is why we continue to connect with students directly, through focus groups, surveys, etc.  

The results of the new Student Success Survey made it obvious that we are on the right track when it comes to understanding the two most significant issues for students: 

• Time management
• Maintaining focus and engagement 

We also found that the existing resources provided by Pearson have proven useful in addressing these areas of concern.  

The big challenge

The University of Maryland Global Campus made a major decision several years ago. Instead of investing in curriculum from various publishers, the school opted to try Open Education Resources or OER back in 2014. It was a way to ease the financial burden for students.  

Years later in 2018 the school, which today has a worldwide enrollment of 305,000, reduced and in some cases eliminated developmental math as a pre-requisite. It proved to be a disaster. Unfortunately, OER didn’t provide nearly enough critical support for students who were ill-prepared for college level courses.

A perfect fit for success! 

Given the nature of the challenge, UMGC Math and Statistics Program Director John Beyers partnered with Tiffany DePriter, Statistics Coordinator/Instructor, to explore possible solutions. They decided to use an adaptive resource and elected to pilot Pearson’s MyLab and compare it to ALEKS from McGraw Hill. After extensive testing and evaluations, MyLab was selected primarily because of its continuous assessment approach to support each student’s individual pace along the way. In addition, it was an ideal way to customize the learning and fully engage with students using the remarkable array of tools that MyLab provides.

Gemma Weir launched a non-profit when she was just nine years old.

Yes, you read that correctly: nine years old.

She started Fluffy Love, an organization that collects and donates new stuffed animals to children who could use a cuddly companion.

Most of the toys are donated to a children’s hospital in Fort Worth, Texas.

Gemma also donates stuffed buddies to tornado victims and local shelters.

To date, Gemma has collected and donated more than 3,000 stuffed animals.

A small start

Fluffy Love began a long way from those 3,000 stuffed animals.

“At first, we got the word out through church groups,” says Gemma.

Soon the stuffed animals came pouring in – and not just from her community in Grand Prairie, Texas.

A Facebook page helped spread the word.

“That got an incredible response,” says Gemma’s mom, Heather. “We also received hundreds of toys from friends and family in Scotland!”

Gemma says it’s been amazing to watch Fluffy Love spread joy in her community.

Recently, a little boy came up to Gemma at church. He was holding a stuffed animal in his arms.

“He told me that he had broken his arm and wound up in the hospital,” Gemma says.

“A nurse gave him the stuffed animal. He said it brought him so much comfort as he went through something scary,” she says.

The toy had been donated by Fluffy Love. 

Learning along the way 

Gemma is now enrolled at Texas Connections Academy, a virtual public school that gives her the flexibility she needs to pursue her work with Fluffy Love.

“I can get ahead on schoolwork a few days a week, then focus on Fluffy Love,” she says. “I’ve really learned the importance of time management!”

Two schools recently invited Gemma to speak to students about her project.

“I was nervous, but it was amazing experience,” Gemma says. “The students at both schools were super receptive.”

One school was so inspired by Gemma’s story that students decided to have a toy drive for Fluffy Love.

Encouraging kids to dream big

Watching Gemma find her passion has been one of Heather Weir’s greatest joys as a parent.

“Gemma was very shy and quiet growing up,” Heather says. “It’s been incredible to watch her grow with Fluffy Love.”

When it comes to supporting their kids, Heather has one simple but powerful piece of advice for parents: encourage ideas.

“Parents should always get behind their kids,” Heather says. “It can help them find what they love and flourish.”

Inspiring others

Gemma is now in ninth grade – and Fluffy Love has grown alongside her.

Last year, the organization officially became a 501(C)(3)-certified non-profit.

As she looks toward the future, Gemma sees plenty more opportunities for Fluffy Love to inspire positive action.

The mayor of Grand Prairie, Texas proclaimed December 12^th as Gemma Weir Day in recognition of her service to the community.

“I hope it’s a day that inspires everyone to follow their passions and think about how to make a positive difference in other people’s lives,” Gemma says.

SUCCESS STORY

Inclusive Access study tracks student access and cost savings

University of Iowa, Iowa City, Iowa

SUCCESS STORY

MyLab Business Communication Inclusive Access study tracks student gains in learning and retention

Inclusive Access has helped faculty and students at Miami University by enabling more streamlined course material delivery, offering simpler and earlier access, and reducing costs.

SUCCESS STORY

MyLab Statistics Inclusive Access study documents student success

Miami University, Oxford, Ohio

Key findings

• Miami University’s Inclusive Access implementation of MyLab Statistics, as part of a larger course redesign and textbook change, has played an important role in improved student learning outcomes.
• Pearson Inclusive Access has facilitated the department’s transition to hybrid course delivery at the Oxford campus by enabling MyLab’s integration within the university’s LMS, providing students code-free access to the program at the start of the semester.
• Student success at the Oxford campus has increased by 5.6 percentage points since Inclusive Access has been implemented as part of the course redesign. Students appreciate the cost savings and streamlined access across devices.

Setting

Miami University is an Ohio public university. Its main campus is located in Oxford, Ohio, about thirty-five miles north of Cincinnati, with four additional regional locations in Hamilton, Middletown, West Chester, and the European Center in Luxembourg. The Oxford campus enrolls approximately 16,000 undergraduate students and 2,500 graduate students, while the regional campuses in Ohio boast a combined enrollment of 5,000 students. Forty percent (40%) of students are state residents, with freshman enrollment including representation from nearly all 50 states. Seventy-eight (78%) of students are White, 3.5% are Hispanic, 4% are Black, and 2% are Asian. Ten percent (10%) of students are non-residents originating from more than 50 countries. The Department of Statistics offers courses at the Oxford, Middletown, and Hamilton campuses. Over 60% of students enrolled in the introductory statistics course are Oxford students.

Challenges and goals

Miami University’s Department of Statistics has been a long-time user of MyLab™ Statistics — Pearson’s online homework, tutorial, and assessment application—for its introductory algebra-based statistics course (STA 261) and has been satisfied with the program overall. However, they sought to facilitate student access by eliminating the need to wait for financial aid approval to purchase course materials, streamline the enrollment process and eliminate student difficulty with access codes. At the same time, they were interested in integrating MyLab with Canvas, their learning management system (LMS). Inclusive Access to MyLab via MyLabsPlus offered several advantages: all students gain immediate access to course materials via the university LMS on or before the first day of class; access codes are eliminated; and students benefit from a 13% discount on course material.

Implementation

The University implemented Inclusive Access to MyLab Statistics on all three campuses in Fall 2014. The previous year, faculty piloted the model in a few sections of the course. At the Oxford campus, which had been using a Pearson text previously but transitioned to a different Pearson text, Agresti and Franklin’s The Art and Science of Learning from Data during Fall 2014, MyLab was integrated into the LMS immediately. The Hamilton campus transitioned from a different Pearson text and also adopted Agresti and Franklin during the move to Inclusive Access, enabling LMS integration from the start as well. At the Middletown campus, instructors continued using their original Pearson text during the 2014–2015 academic year and only transitioned to Agresti and Franklin during the 2015–2016 academic year. This required students to redeem an access code when registering for the course during the 2014–2015 school year, and MyLab was not integrated into the LMS. The following year, all campuses used the same Pearson text, did not require the use of access codes, and integrated MyLab into the LMS.

The move to Inclusive Access assisted the Oxford campus in transitioning from a face-to-face delivery model to a hybrid one in their introductory statistics course. Beginning Fall 2014, all sections of STA 261 at Oxford were offered as hybrid courses. As Ms. Lynette Hudiburgh, course coordinator and lecturer at the Oxford campus, explained, “Inclusive Access facilitated the move to hybrid course delivery. We were trying to streamline the process as much as possible. Any time the method of course delivery is changed, it is difficult. Integrating MyLab in the LMS and eliminating the need for access codes was helpful during this transition.”

In addition to using MyLab content delivered through the university LMS, the department added video to the course, requiring students to take quizzes about the video content before learning the assigned topic in class. This helps students build background knowledge that can lay the foundation for developing deeper conceptual understanding during the lecture. In addition, faculty began using Learning Catalytics™ to help guide assessment. Once a week, they would pose Learning Catalytics questions as students worked on problem sets. If students answered these incorrectly, faculty would intervene with reteaching or with partner discussion. As Hudiburgh explained, “Without Learning Catalytics we would not have been able to determine what students did and did not understand, especially given our large class sizes.”

Observed impact
Hudiburgh noted that enrollment has become more consistent across sections during the Fall 2015 semester, with all sections of the course filled. “It seems like attendance was distributed evenly across the board, with 32–34 students in each class. In the past, some class enrollments would drop much lower than that range.” She concluded that this most likely is the result of fewer withdrawals overall in the course.

Assessments

• 40% Exams (two exams at 10% each; final exam 20%)
• 25% Group projects
• 15% MyLab quizzes
• 5% Video lecture quizzes
• 5% MyLab homework
• 5% Lab activities and problem sessions
• 5% Learning catalytics

Results and data

Across all campuses, the percentage of students successfully completing the course with an A, B, or C increased after Inclusive Access was introduced. As shown in figure 1, the percentage of students succeeding in the course increased 1.5 percentage points after the implementation of Inclusive Access (n=10,232). This change is statistically significant (p=.0361).

Student success rate (A, B, or C) all campuses

SUCCESS STORY

MyLab Math Inclusive Access study tracks mathematics learning outcomes

Auburn University’s All Access program has saved students money and enabled first-day access to digital course materials having an impact on their retention, course grades, and overall success in college.

SUCCESS STORY

Inclusive Access study tracks student access and cost savings

Auburn University, Auburn, Alabama

Key Findings

• Pearson Inclusive Access at Auburn University (known as the All Access program) has cumulatively saved students close to a million dollars since Fall 2014.
• Based on survey data, a projected 2,185 students who opted in to the Inclusive Access program during Spring 2017 would otherwise not have purchased course materials. It has enabled these students (over one-third of participating students) who would not have otherwise purchased the text to gain access to required texts from the start of the semester.

Setting

Auburn University is a public research university in Auburn, Alabama. It is a land, sea, and space grant institution and one of the largest universities in the region. Offering a choice of over 140 majors in 15 colleges and schools, it enrolls over 28,000 students, with more than 22,000 undergraduates. Seventy-seven (77%) percent of students are White, nearly 7% are Black, 3% are Hispanic, and 2% are Asian. The university boasts a freshman retention rate of over 90%, and a five-year graduation rate of nearly 73%. Auburn prides itself on its international footprint, with over 800 international students benefiting from its Accelerator Program, 500 Auburn students studying abroad, and a global faculty.

Challenges and Goals

In the Inclusive Access model, all students enrolled in a course receive first-day access to digital course materials, and the cost of the materials is included in the course fee. Auburn University became a pioneer of Inclusive Access for several reasons. With its history of customer service and helping faculty solve problems to improve the educational experience, the bookstore sought to provide a digital solution that would empower faculty members in a new age. The bookstore management at Auburn embraces change and transparency as critical to moving the university bookstore industry forward. In its quest to serve as a value provider and seek innovation, Assistant Director Russell Weldon explained that, “Inclusive Access became the next logical step.” Finally, the model helped further the university’s strategic mission of engaging students and increasing success and retention rates.

Implementation

Auburn University’s bookstore began implementing its All Access program in Fall 2014. Its primary focus was on ensuring a smooth but easily scalable implementation. The first course adoptions had no need for a student opt out, since the digital materials were only available via the All Access program. Auburn also worked to develop their own in-house management system, rather than relying on a third-party partner, to ensure that they can more easily control all aspects of the implementation. Auburn’s system menu allows for use of an access code, an eText, or a Canvas (Learning Management System) integration of a digital product. The system emails students upon course registration to inform them that they have enrolled in an All Access class and are provided an individual access code. They are also redirected to the bookstore’s website to help them understand what this term means and how they will receive their course materials.

In March, the bookstore hosted an event with multiple publishers and digital providers for forty instructors. All of the participating instructors chose to implement All Access in the Fall semester. As Russell Weldon described, “There is an explosive amount of interest and growth. We can tell that there is something happening.”

As a result of the careful planning and infrastructure created to manage the program, students experienced a smooth transition to All Access, as reported by history professor Dr. Daren Ray, who implemented it in Spring 2017. Students received instructions from the bookstore that explained how they would be charged for the course materials and how they could opt out of the program. According to Dr. Ray, for nearly all students, this explained the process sufficiently. The only exceptions were a few international students who experienced difficulty understanding the instructions and required assistance from the instructor to explain the opt-out process. Professor Ray uses Revel™ in his course, and transitioning to All Access was a natural next step that simplified the registration and onboarding process for his students. In addition, the cost savings of twenty dollars per unit on the program reduced student frustration regarding the cost of the multiple course materials in his course.

There’s an explosive amount of interest and growth. We can tell that there is something happening.

—Russell Weldon, Assistant Director, Auburn University Bookstore

Cost Savings

The All Access initiative at Auburn University Bookstore has translated to significant cost savings for students:

• Students have saved an average of fifty dollars for each unit in the program compared to the new price of the unit.
• On average, students saved just over 50% off of the lowest print option (new or used).
• In the Spring 2017 semester alone, 6,500 students enrolled in 20 courses saved a total of $178,000. In Fall 2017, the program grew to 16,000 students enrolled in an All Access course with cost savings of $441,850.
• Over the lifetime of the All Access program (three years), students have realized a cumulative savings of almost one million dollars ($991,227).
• In courses that required students to purchase course materials, student opt-out rates over the past three years has been less than 1.2%, significantly lower than the national average of close to 6%.¹
• Despite the significant student cost savings, the bookstore has consistently reported a revenue from All Access sales, enabling it to continue to provide faculty with solutions that facilitate their instruction.

The Student Experience

The Auburn University bookstore surveyed students enrolled in courses that participated in the All Access program at the end of Spring 2017.² Out of 6,707 students, 112 students (1.7% of students surveyed) responded to the survey, of which 92 (82%) opted in to All Access for at least one course during the Spring semester.

Affordability

92% of student respondents who opted in to All Access believed that the cost of digital materials in the program were a similar or better value compared to print textbooks they had purchased in the past. Student perception here is in line with the actual student cost savings reported above.

Access

Over one-third of students surveyed reported that they were unlikely to purchase course materials at all if they were not offered digitally via the All Access program. This translates to 2,185 students (of the 6,284 students enrolled in the program during the Spring semester) who opted in and were able to access the course materials due to All Access. These 2,185 students would likely not have had any access to course materials during the semester without the All Access program. 78% of students who opted in to All Access agreed or strongly agreed that the digital course materials were easy to access.

Spring 2017 survey data projections

SUCCESS STORY

World-class support for 5,000+ busy adult learners

To make higher education work for its students, many of whom are working professionals, Golden Gate University (GGU) offers flexible programs both online and at four campuses. Even its in-person courses are extensively enhanced with robust web components, and some have evolved towards flipped learning models.

Both GGU’s students and its instructors are deeply reliant on the university’s online LMS and other systems. However, they have diverse expertise, and equally diverse hardware, ranging from old laptops to the newest smartphones.

Students with full-time jobs often set aside nights and weekends for schoolwork. Most GGU faculty work professionally in the fields where they teach, bringing a wealth of experience and enthusiasm. Both students and teachers often need help desk support, especially as GGU has integrated more robust web functionality into courses—and neither group has time to wait for answers.

As Doug Geier, GGU’s Director of eLearning and Instructional Design, puts it, “We provide really good support for our instructors and students, but we rely on the help desk to fill a critical need.”

GGU’s small internal help desk responds during weekday business hours, focusing not only on technical help, but also calls requiring involvement from administrative offices. To fill the gaps, GGU chose Pearson, which seamlessly extends GGU’s own help desk, presenting its services as part of GGU. Through this close partnership, the help desk delivers 24x7x365 support for virtually any technical problem, regardless of location or device.

GGU chooses to pay on a per inquiry basis, smoothly ramping up whenever it needs more help—for example, at the start of each trimester, when new students must quickly solve login or compatibility issues.

Pearson’s reporting helps both partners identify emerging trends in support calls and escalations, flag individuals who need more training, find opportunities to improve, uncover student or faculty retention issues, and improve course quality to support GGU’s teaching mission.

GGU’s Pearson help desk consistently exceeds 90% first-call resolution, so students and faculty can quickly move forward with their work. GGU’s Geier notes that some calls the help desk can’t resolve are due to issues it can’t control. “When that happens, Pearson can take the calls, offer some assurance as to when it’ll be fixed, and make sure our students and faculty don’t feel like they’re all alone. And sometimes Pearson’s help desk is first to know of a problem, and [they] tell us so we can follow up more rapidly.”

Working together for more than six years, Pearson and GGU have built a trusted collaborative partnership with multiple benefits. “We reached out to Pearson as we integrated Turnitin to improve student writing and prevent plagiarism, and when we recently deployed a new video platform,” says Geier. “Pearson’s wide higher education support capabilities are becoming ever more critical as we continually expand the utility of our LMS and online course environment.”

“Pearson’s help desk is incredibly responsive,” Geier concludes. “Their service is top-notch, it’s customizable, and it’s helped us come a long way in how we work with students and faculty. Pearson does more than just provide services: this is a true partnership.”

Pearson’s help desk is incredibly responsive. Their service is top-notch, it’s customizable, and it’s helped us come a long way in how we work with students and faculty. Pearson does more than just provide services: this is a true partnership.

Doug Geier, Director of eLearning and Instructional Design
Golden Gate University

To learn more about Golden Gate University’s help desk services, read the full success story.

Read the full success story

SUCCESS STORY

A university saves students $7 million while increasing student access to course materials

University of California, Davis

“New students come to campus prepared for everything,” Jason Lorgan, executive director, Campus Recreation, Memorial Union, and University of California, Davis (UC Davis), Stores, explained. “They have a bus pass and a gym pass. All their classes and their dorm room are assigned. Yet the default is that they have no access to their course materials. Something that is core to their education is not automatic.”

So Lorgan began investigating ways to increase student access to course materials. “As more adaptive learning digital content such as MyLabTM & MasteringTM came out, we started thinking that they could be adapted to a licensing model similar to the one our design students use for Adobe® Photoshop® versus the textbook model where the default is that you start without access to the content.”