[Prev Page] [Next Page] [Contents]
Much of this report speaks for itself both in the appendices and the comments that they contain, and in the summary of the results. Overall, the study has shown that the level of usage of course readers at present in the UK is probably quite limited and it would seem that the revised CLA regulations of 1993 have had a significant negative impact on the further development of these techniques. Unfortunately it was not possible to assess systematically student opinions regarding course readers, but most informed opinion coming through the survey suggests that they are highly supportive, which would tally with US and Continental European experience. The development of course readers by some academic departments and the growth of distance learning material, which uses a similar concept, all illustrate the educational benefits of the approach, but perhaps suggest that some subject disciplines may be more suited to it than others.
The adoption of such techniques in the UK is clearly being hampered at present and, for it to proceed, there would certainly be a need for a much slicker and tidier means of clearing copyright than present procedures. The flat rate fee set by the CLA has been a significant disincentive and has had the effect of `switching off' course reader development programmes. It is interesting that the CLA default fees of 8 pence (excluding VAT) per page per copy and £1.50 (excluding VAT) per article (as at July 1994) do not compare favourably with US clearing house fees of around 5.5 cents per page [3]. Perhaps the answer lies in the positive views of several respondents who suggested that over the next couple of years, institutions and publishers may be able to come to some sensible arrangement.
Are there then any recommendations to be made about future activities in this area? It has to be admitted that the whole concept of resource-based approaches through education have never entirely taken root within the UK, perhaps because of the easier availability of course books (at least until recent times), and different educational philosophies. Packaging is clearly in its infancy and the relatively high cost of copyright is a strong inhibiting factor to any rapid uptake.
Perhaps a more optimistic view could rest in the development of electronic approaches to text delivery, the idea of course book servers which students can browse at leisure and piece together their own recommended texts. There is an existing willingness on students' behalf to pay for materials as a result of such searching, and hence the cost of delivery of course material can be offset slightly through student purchasing. The use of metering and copyright management software might allay publishers' fears of not gaining an effective return. Certainly a number of respondents to the questionnaire suggested that this was the future; it ought to provide opportunities for further investigation and research.
Beyond this, the only likely way in which there will be a dramatic shift to the kind of approaches common outside the UK is through top-down strategic policies: such policies have been adopted by only a few universities who have moved in this direction. However, it seems unlikely that this will become a generalised approach throughout the UK in the foreseeable future.
[Prev Page] [Next Page] [Contents]