Monthly Archive for March, 2010

Sales Impact of Free eBooks Dissertation Published

Dr. John Hilton, who until just recently was a doctoral student of mine, has written a great dissertation on the impact giving away free ebooks has on sales of printed books. The findings may surprise you. Here’s a repost of the description from his blog:

I’ve posted on my dissertation before. The full version is now available here. Here’s a little summary of what the dissertation is all about.

What

Deseret Book placed eight books online for free download. All of these were “backlist” titles. This study tracked what happened as a result of those books being available.

When

The books were placed online September 9, 2009. This study compares sales of these books the ten weeks before they were available for free with the ten weeks after.

Results

During the ten weeks of the study the books were downloaded 102,556 times. Collectively, the books sold 68 more copies in the ten weeks they were online for free versus the ten previous weeks. This was an increase in sales of 26%. Over the same period of time in 2008, sales of these same books decreased by 38%. Furthermore, a study of comparison titles that were not put online for free found that sales of comparison books decreased both in 2008 and 2009, as illustrated below.

Featured Books Comparison Books
2009 26% -16%
2008 -38% -6%

Thus the increase in sales of the eight featured books in 2009 seems attributable to their being available for free.

Other interesting findings include the following: Visits to the online product pages of the free books increased 1,085% during the study. Some weeks, hits to http://deseretbook.com/free represented almost 3% of total traffic to http://deseretbook.com. (note: the books are still available, but now require registration. They did not during the experimental period of the dissertation). During the ten weeks of the study more people entered http://deseretbook.com through http://deseretbook.com/free than any other page (except the home page). All this happened with very little advertising. Though the impact of this additional web traffic was not quantified, it seems that the value of increasing awareness of http://deseretbook.com could be significant.

There was a moderately strong correlation (r=.65) between downloads and Internet print sales (the more books that were downloaded, the more books were purchased online). Thus if more books had been available and downloaded the number of additional books sold would likely have increased.

Another interesting point is that the authors of the books made available seemed very pleased with the additional exposure their books received. One of the eight books studied was out of print. This book was downloaded 14,914 times and its product page received 834 hits. This may indicate a lingering interest in out-of-print books, and may validate a “long tail” approach to book sales.

Limitations

One limitation of the present study is the relatively small number of books studied, and that the sales of these books were relatively small. The study could also have been strengthened if it were of a longer duration.

One area that remains to be researched is the perspective of the authors whose books were downloaded. In informal conversations with the authors whose books were used in this study, they expressed positive feelings about their work being disseminated more widely. It may be that authors, particularly those with books that are not currently selling well, would desire the increased exposure to the work that free digital downloads might bring.

Although this study provides some interesting results, there are many other questions to be considered. One question that might arise is, “What would have happened if the e-books had been for sale for 99 cents each?” If 10% of the people who downloaded the books for free would have paid 99 cents for the e-books, that would have provided a nice profit for Deseret Book. While it is possible that some people would have paid 99 cents for the e-books, it seems likely that people would have been less inclined to e-mail friends and blog about a “99-cent” offer than a “free” offer.” Future studies are needed to determine how many downloads would occur if they were very inexpensive instead of free.

Another aspect that should be considered is how much the popularity of electronic book devices (such as the Kindle or iPad) will change people’s proclivities to read digital books. Perhaps most important, if publishers made all or most of their books available for free digital consumption, would that have an overall negative effect on sales? In other words, in the present study the seven books saw increased sales, likely due to the special attention they received from being downloaded 102,556 times. If all books were available for free online would they see this same sales benefit? Obviously not.

So, much more to think about and explore! Hopefully this dissertation will be a part of an ongoing conversation. They said nobody ever reads dissertations … prove them wrong … go read it!

Bad News for Federally-funded OER

As pointed out in a post on the Brookings Institution blog, large-scale federally-funded OER won’t be coming this year:

Buried beneath the much-deserved hullaballoo over the passage of health care reform were big changes that the reconciliation bill makes to the federal student loan program… Less noticed, however, is a provision that was in the House-passed Student Aid and Fiscal Responsibility Act (SAFRA) this fall, but dropped from the final version that passed last night…. [W]ith Pell Grant spending up due to the poor state of the economy, and the pressure to keep the total cost of the bill down while achieving expanded health insurance coverage and deficit reduction, the AGI got left on the cutting-room floor.

The American Graduation Initiative (AGI) was the Obama-backed initiative that included $50M/yr for open online courses for the next ten years (i.e., $500M for OER). These courses would have provided critical content infrastructure for innovative education experiments, and we needed them desperately.

Shucks. Maybe next year.

A Parody of the Future of Education

In response to Dave and George’s request for thoughts about the future of education, I offer the following parody. This twisted view of the future of education is completely undesirable, and yet completely possible. What will you do to prevent it from happening?

On Religion in the Public Sphere

On Friday Stephen wrote a brief, interesting piece on “playing the religion card” in the realm of public policy. I think I agree with what he wrote, and want to state my view explicitly for the record as a way of . Excerpting from Stephen’s post:

[N]o particular religion can or should have the means to impose its particular view on society. This is not to say that people can not or should not live and represent their moral and spiritual values. Nobody has a problem with that, not even the atheists. Rather, it means that if you advocate “policy x” because your religious views compel you to do so, your advocacy of “policy x” will have to be on the basis of its own merits, not because “Canada was founded based on the principles of religion y”…. Play the religion card with great caution. You may be religious; I don’t care. But when you try to cram religion into government, I get very very upset.

Indeed, people absolutely should live and represent their moral and spiritual values. To live out of harmony with your own values is hypocrisy. And yes, people should absolutely advocate for the principles and values they believe in, regardless of whether their personal conviction comes through faith, reason, or a combination of both. Likewise, when engaging in the act of advocacy, it is important to speak in terms that will be best understood by those to whom you are advocating. Sometimes this will be the language of faith, sometimes the language of reason, and sometimes a combination of both.

This means that sometimes people of faith will sometimes be best served by using the language of reason. It also means that people who do not consider themselves people of faith will sometimes be best served using the language of faith. Neither person should find these necessities offensive. It does mean, however, that each needs to study and cultivate a sense of respect for, and working knowledge of the language of, the Other. And it seems to me that this willingness to care about the Other is, sadly, too often absent from public discourse.

Educational Data Mining and Visualization

George’s recent post about data visualization makes me realize I need to get around to sharing some of the work we’re doing here. My main research group at BYU is spending most of its time these days on educational data mining and applying / developing visualization techniques (including “dashboards”). We’ve taken to calling the coupling of openness with real data the “peanut butter cup” model, because openness and data really are two great tastes that taste great together. More on peanut butter cups in an upcoming post.

The first visualization we’ve developed is one we call the “Waterfall.” The vertical axis represents students’ final grades (higher final grades at the top). The horizontal axis represents time, with each cell representing a day in the semester. Each individual row represents an individual student. Finally, the darkness of the water droplet represents the amount of time that student spent that day completing gradable activities. Click the thumbnail to see the full visualization.

We call this visualization the Waterfall because the drops have all but evaporated away by the time you reach the bottom of the image (meaning that students with lower final grades spend much less time on their work), reinforcing what we know about the relationship between time-on-task and academic performance. It’s also interesting to be able to see Christmas break, Thanksgiving, weekends, etc., as empty white columns in the data – almost as if holidays were rocks at the top of the waterfall.

Kudos to Aaron Johnson, Seth Gurell, Marissa Nielson, and Mary McEwen who are the students participating in this work.




Creative Commons Attribution 3.0 United States
This work by David Wiley is licensed under a Creative Commons Attribution 3.0 United States.