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Synthesis of OER Efficacy and Perceptions Research: 2015-2016
- 1. A Synthesis of OER Efficacy and Perceptions Research: 2015-2016 John Hilton III, PhD Brigham Young University @johnhiltoniii By John Hilton III. This work is licensed under the Creative Commons Attribution 4.0 International License, except where noted.
- 3. In 2015 and 2016 there were… • Four peer-reviewed studies published that focused on comparing how students performed when using OER versus traditional resources • Three peer-reviewed studies (plus two white papers) published that focused on comparing user perceptions of OER with traditional resources
- 4. Why Should We Care About OER Research?
- 5. The Babson 2014 survey found that college professors rate “proven efficacy” and “trusted quality” as the number 1 and number 2 most important criteria for selecting teaching resources. -One key way to establish efficacy an quality is through research.
- 6. Image by Petr Kratochvil (Website)
- 7. "Sacramento City College has a large percentage of its student body who are below the poverty line. When I require students to spend $78 on a book, many of them simply cannot. Having a free textbook is a matter of equity, it is allowing low-income students to have an equal shot at earning a good grade! I had a young woman in my office today, crying that she had to choose between feeding her children and buying books for school! Because of [an OER], she doesn't have to pay for a book in my class!” – Jessica Coppola (Sacramento City College) Public Domain Image Courtesy of George Hodan
- 8. If you didn't have to pay for textbooks, how would you use the money you saved?
- 9. If you didn't have to pay for textbooks, how would you use the money you saved? “Fresh fruits and vegetables. Money is extremely tight now so I am eating mostly rice and beans with some cheese. I miss eating fresh food.”
- 10. Additional Comments on Textbook Prices Comment Category Number of Responses Sample Comment Positive 12 (2%) “I appreciate keeping textbooks when it was a good, thought out, well written choice.”
- 11. Additional Comments on Textbook Prices Comment Category Number of Responses Sample Comment Positive 12 (2%) “I appreciate keeping textbooks when it was a good, thought out, well written choice.” Neutral 49 (8%) “I…like it when teachers use free online articles instead.”
- 12. Additional Comments on Textbook Prices Comment Category Number of Responses Sample Comment Positive 12 (2%) “I appreciate keeping textbooks when it was a good, thought out, well written choice.” Neutral 49 (8%) “I…like it when teachers use free online articles instead.” Negative 339 (56%) “New editions don't usually change enough to be worth the cost.”
- 13. Additional Comments on Textbook Prices Comment Category Number of Responses Sample Comment Positive 12 (2%) “I appreciate keeping textbooks when it was a good, thought out, well written choice.” Neutral 49 (8%) “I…like it when teachers use free online articles instead.” Negative 339 (56%) “New editions don't usually change enough to be worth the cost.” Extremely Negative 223 (37%) “Textbooks are the biggest scam targeting the poorest demographic. Requiring specific editions is a gross abuse of power for monetary gain.”
- 14. Let Me Tell You Some Stories About Efficacy You can see http://openedgroup.org/review if you’d like more details on these research studies.
- 15. Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Educause Learning Initiative Brief, January 2015.
- 16. • Same semester • Same teacher • Same lecture • Same homework • Same TAs • Same exams • Back to back class periods 478 students448 students FREE290.05 Total cost > 130,000 Total cost = 0.00
- 17. A Multi-Institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post- secondary Students Fischer, Hilton, Robinson, and Wiley Journal of Computing in Higher Education (2015)
- 18. OER Users took 15% More Credits 0 5 10 15 Fall Winter OER Users Others
- 19. 1 control class did better than treatment Passing with a C- or Better 5 treatment classes did better than control 9 classes = no sig. difference
- 20. “The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption.” Wiley, Williams, DeMarte, Hilton Education Policy Analysis Archives, 24(41), pp.1-12.
- 21. When a student drops, it.. Slows down their graduation Costs the institution tuition dollars (refunds)
- 22. If all business courses at TCC had the lower drop rate, TCC would retain $101,042 in additional income each year.
- 23. Improving Course Throughput Rates and Open Educational Resources: Results from the Z Degree Program at Tidewater Community College Hilton, Fischer, Wiley, and Williams Accepted in the International Review of Research in Open and Distance Learning
- 24. Course Throughput Rate IRRODL (in press) Drop Deadline Withdraw Deadline Final Grade Students
- 25. Commercial vs OER 2.3% | 1.8% 9.9% | 8.1% 68% | 74% (Face to Face) 59.8% | 66.4% Drop Withdraw C or Better CTR IRRODL (in press)
- 26. Commercial vs OER 4.0% | 1.4% 13.7% | 13.1% 66% | 70% (Online) Drop Withdraw C or Better IRRODL (in press) 54.2% | 59.8%CTR
- 27. We’ve Just Heard Four Stories About… • A dozen institutions • Thousands of students Image Credit: Tulane Public Relations
- 28. When using OER students –Dropped fewer courses –Were less likely to withdraw –We more likely to pass their classes –Took more classes – Saved millions of dollars
- 29. Let Me Tell You Some Stories About Perceptions of Quality You can see http://openedgroup.org/review if you’d like more details on these research studies.
- 30. Exploring faculty use of open educational resources at British Columbia post- secondary institutions. Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). BC Campus Research Report. Victoria, BC.
- 31. Educators who had adopted OER rated the quality of OER as significantly higher than those who had not adopted OER [1.88 vs. 3.28 on a 5-point Likert scale].
- 32. Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. Pitt, R. The International Review of Research in Open And Distributed Learning, 16(4).
- 33. 79 respondents (~ 2/3 of the sample) strongly agreed or agreed that use of OER such as OpenStax increased learners’ satisfaction with the learning experience.
- 34. University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative. Delimont, N., Turtle, E. C., Bennett, A., Adhikari, K., & Lindshield, B. L. (2016). Research in Learning Technology, 24.
- 35. Researchers surveyed 524 students in thirteen different courses at Kansas State University regarding their use of OER. They found: • Students used the OER more than commercial textbooks. • Students rated the OER as “good quality.” • Students preferred using OER to buying textbooks.
- 36. Thirteen instructors were interviewed; all but one said they “preferred teaching their course with [OER] instead of a traditional textbook.”
- 37. Examining Student Perceptions of an Open Statistics Book Illowsky, B. S., Hilton III, J., Whiting, J., & Ackerman, J. D., Open Praxis, 8(3): 265-277.
- 38. Across two years, 325 students at one college were surveyed regarding their use on an Open Statistics Textbook Better 24% Same 64% Worse 12% How would you rate the quality of the OER as compared to other textbooks you have used?
- 39. OER Adoption Study: Using Open Educational Resources in the College Classroom The California OER Council (2016). OER Adoption Study: Using Open Educational Resources in the College Classroom.
- 40. 16 faculty shared their perceptions about their use of OER • Seven faculty of sixteen felt that the OER textbook was superior to the traditional textbook for the course. Five faculty rated the OER as equivalent to the traditional textbook. • Faculty were not as positive about the support materials (PowerPoints, Test banks) available with the OER textbooks. Half of the faculty felt that the support materials lacked quality. 25% of faculty felt that implementing the support materials took a significant amount of time. In their comments, the biggest comment made by faculty was about the need for support materials or the amount of time they spent in developing them for this adoption.
- 41. 351 students completed a survey about their use of OER. 42% Better 39% Same 11% Worse 8% No Answer How does OER Compare to Commercial Textbooks?
- 42. Of the 351 students, 100% wanted to use OER textbooks in the future and would recommend the use of OER to friends. 100%
- 43. Across multiple recent perceptions studies, researchers found… Students prefer OER Faculty prefer OER OER helps students
- 44. 14 Peer Reviewed Studies of Perceptions of OER Quality http://openedgroup.org/
- 45. 6,050 Professors and Students http://openedgroup.org/
- 47. 13 Peer Reviewed Studies of Efficacy http://openedgroup.org/
- 49. 95% Same or Better Outcomes http://openedgroup.org/
- 50. Overall Takeaways • From the dawn of time until today there have been 24 efficacy and/or perception studies that compare OER with commercial products. Nine of these have been done in the last two years…not bad!
- 51. Overall Takeaways • From the dawn of time until today there have been 24 efficacy and/or perception studies that compare OER with commercial products. Ten of these have been done in the last two years…not bad! • But we need more – and increasingly rigorous – studies.
- 52. How can we do better research? http://openedgroup.org/toolkit Control for teacher effect Interrupted Time Series Same teacher using both resources in the same semester
- 53. How can we do better research? http://openedgroup.org/toolkit Control for student differences Statistically control for differences Pre-post test to determine initial differences
- 54. How can we do better research? http://openedgroup.org/toolkit When doing perception studies, specifically ask for comparisons between open and commercial resources. Consider asking questions about “use” in perceptions studies.
- 55. Take Away Message We need more research and also more stories of impact. Please gather those stories and distribute them however you can. Help us see the human side of the incredible benefits that come from replacing commercial resources with open ones.
- 57. A Synthesis of OER Efficacy and Perceptions Research: 2015-2016 John Hilton III, PhD Brigham Young University @johnhiltoniii By John Hilton III. This work is licensed under the Creative Commons Attribution 4.0 International License, except where noted.
Hinweis der Redaktion
- Another reason why this research is matters is because students are suffering.
- Photo Credit: http://www.publicdomainpictures.net/view-image.php?image=19975 Quote From: Delmar Larsen
- From study submitted to IRRODL: Martin, Hilton, Fischer and Wiley Out of the 653 students who completed the survey, 601 provided feedback in the free response portion that asked for their general comments about textbooks.
- From study submitted to Open Praxis: Martin, Hilton, Fischer and Wiley Image from https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjuj86q9o7NAhXBZj4KHRdZDIsQjRwIBw&url=https%3A%2F%2Fcommons.wikimedia.org%2Fwiki%2FFile%3AStrawberries.jpg&psig=AFQjCNHGHcgi95bGpPKGsdpcN9b-BYLaOQ&ust=1465148686628250
- From study submitted to IRRODL: Martin, Hilton, Fischer and Wiley
- From study submitted to IRRODL: Martin, Hilton, Fischer and Wiley
- From study submitted to IRRODL: Martin, Hilton, Fischer and Wiley Out of the 653 students who completed the survey, 601 provided feedback in the free response portion that asked for their general comments about textbooks. Of these comments, 12 (2.0%) were positive, 49 (8.2%) were neutral, and 339 (56.4%) were negative statements. Furthermore, an additional 223 (37.1%) were categorized as extremely negative. Positive comments were overwhelmingly conditional on textbook cost and quality, such as “I understand, to a point, why textbooks are so expensive. I have no problem paying 100-200 dollars per textbook,” and “I appreciate keeping textbooks when it was a good, thought out, well written choice.” Neutral comments tended to offer the student’s alternate approaches to obtaining textbooks or class materials without discussing the cost of textbooks. For instance, one student stated, “I like how you can rent textbooks for a semester,” and another remarked, “I…like when teachers use free online articles instead.” Negative statements reflected many student frustrations, especially regarding the bookstore buy-back, teachers insisting on students having the newest editions, and being required to purchase textbooks that rarely were used. Examples of negative responses include, “Often a professor requires a costly textbook that we can't sell back for hardly anything. Sometimes I buy a textbook and we don't even use it,” and “New editions don't usually change enough to be worth the cost.”
- OER Research is important because it can make a change in practice, and we need a change in practice. Currently students are being exploited and I hope that you and I can help to change that. I’M MAKING THE CASE HERE THAT WHILE THERE IS SOME ANGST IN THE COMMUNITY SAYING, “OPENNESS IS MORE THAN TEXTBOOKS” AND “LET’S NOT REDUCE THIS TO A COST ARGUMENT” WE NEED TO REMEMBER THAT FOR MANY, COST IS A SIGNIFICANT ISSUE, AND
- I’m not giving a full report on each study (some of these studies have their own session) my goal is to help you capture the main ideas.
- 448 x 290.05 is more than $130,000. Researcher at UC-Davis designed an experiment in which an experimental class of 478 students used the OER ChemWiki as its primary textbook, while the control class of 448 utilized Petrucci 10th edition. The two sections were taught the same semester at back-to-back times using the same faculty member and teaching assistants. Identical lectures were used in each section. Students in both sections were given the same midterm and final exams. Savings as of October 2016: At just my institution $1-$1.3 million, at all adopting institutions $2.5-$3 million. We just calculated that we have served 180 million pagesviews since we started that corresponds to half a millennium of student reading, if that is use to you.. John: I have only student tweets on how they like the project, which is amusing at time, but short. A few of these comments from the past year are listed below; I have attached a more complete list (again as of a year ago). I can't do any chemistry without accessing chemwiki at least 7 times - jadehenry (08 Apr 13 2015) Praise the lord for chemwiki - emilyfecskoo (Jun 21 2015) Forever indebted to thee chemwiki - s_park28 (May 5 2015) I owe a lot of my survival this far in my degree to ChemWiki - parsons (Apr 24 2015) Chemwiki has saved my life on numerous occasions - bensingermorgan (Mar 27 2015) Thank you, UC DAVIS. I understand chemistry much more thoroughly over one webpage than an entire book - sleenkimoon (Mar 10 2015) http://chemwiki.ucdavis.edu greatest resource of all time - TaarakShahh (Mar 4 2015) Chemwiki saves lives - anavicvalle (Jan 24 2015) He's a modern day chemistry Robin Hood #chemwiki - JessicaGoeman9 (Aug 20 2014) http://chemwiki.ucdavis.edu is the most helpful website ever - amilliwilli (5 Jun 2014) I feel like my Chemistry grade would double if my professor transformed into http://chemwiki.ucdavis.edu - rMorrxo (20 Mar 2014) Below are some faculty/adopters perspectives. “My students were learning from me in class, but were not engaged with the course material outside of class. Thus, they performed poorly on any examination questions not directly demonstrated in lecture. They were trying to memorize their way through the course, rather than read the assigned textbook for understanding. The pedagogical approach I was going to adopt required that all students have access to a common text. LibreTexts was an elegant solution! Not only could I build a text that aligned with my course content better than anything commercially available, I was able to personalize the text to reflect the approach I used in my instruction. Without a financial barrier, all students were able to fully engage with my LibreText.” - Brett McCollum (Mount Royal University; Chemistry) "Sacramento City College has a large percentage of its student body who are below the poverty line. When I require students to spend $78 on a book, many of them simply cannot. Having a free textbook is a matter of equity, it is allowing low-income students to have an equal shot at earning a good grade! I had a young woman in my office today, crying that she had to choose between feeding her children and buying books for school! Because of your help, she doesn't have to pay for a book in my class!” - Jessica Coppola (Sacramento City College; Nutrition) “The first reason I chose to adopt the LibreText was because it was an open educational resource, but also that it is editable to provide the content that I want in my course. After using the LibreText for a while, there are some other advantages I have discovered. Perhaps most importantly, students are learning to access chemical information for class in the same way they will search for information in their personal life as well as their future professional life. I don’t believe teaching students how to use a paper textbook is a 21st century skill that they will be often asked to use in their jobs, while finding valuable, accurate information on the internet will be the way to find information for their careers, just as it already is in their personal lives.” - Layne Morsch (University of Illinois, Springfield; Chemistry) “Due to unique teaching philosophy of Physics 7, the course cannot adopt a standard textbook… We thought it was a good idea to create a Wiki for the text, making the resources for the course more interactive by including videos, apps, examples, and the ability for student to link to topics of interest between various levels of difficulty.” - Dina Zhabinskaya (UC Davis; Physics) "I was motivated to make the switch when I reorganized the material in the class in a very non-traditional way. As a result, no text that I found fit with my new organizational scheme. I probably spent a total of 50-60 hours that summer creating the LibreText, but when I was done I had an online resource organized along the lines of my course. Student reception has been very positive." - Mark Lipton (Purdue University; Chemistry) "It is the evolution of texts books - creating a single platform to integrate in-class instruction with web-enhanced learning resources. It also supports social justice and the power of education to escape poverty.” - Dianne Bennett (Sacramento City College; Chemistry) “Our campus moved to an open educational resource format. It was determined that the students were spending more on textbooks each semester than tuition. The material is great and up to date. If a mistake is found or more information is wanted it is also editable. You can pick and choose what chapters you want to use. There are problem sets and questions available. Love it!” - Tina Arter (University of Arkansas- Cossatot) "A big motivation for switching to the Libretexts was to put the content in the order I wanted and to save money. I teach a one semester course for nursing students who have no intention of keeping a textbook for future review." – Allison Soult (U. Kentucky; chemistry) “I switched because I got tired of publishers changing editions every couple of years, without adding significant new content, especially since that content is readily available now on the internet. The LibreText allows a means to collect and organize that material. Also, it allows for the creation of individualized content and custom organization." - Paul Wenthold (Purdue; Chemistry)
- Fall 2013 – Spring 2014 9,264 control students 1,087 treatment students Fifteen different classes where students in different sections used either traditional or open textbooks --above numbers are for those who were in comparable classes
- Wiley,D., Williams, L., DeMarte, D., and Hilton, J. (2016). “The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption.” Education Policy Analysis Archives, 24(41), pp.1-12.
- If all sections of relevant non-Z courses became Z sections – in other words, if all faculty teaching in the Business Administration program and its associated general education courses adopted OER in a manner consistent with the institutional policy – Tidewater Community College could expect to prevent 182 drops from occurring during Fall and Spring terms. Using the in-state and out-of-state enrollment percentages, tuition and fees data per credit hour for three credit courses, and this number we arrive at the annual INcreased Tuition Revenue through OER, or INTRO figure: (182 * .89 * $164.35 * 3) in-state + (182 * .11 * $358.95 * 3) out-of-state = $101,422.78 annual INTRO (182 * .89 * $164.35 * 3) in-state + (182 * .11 * $358.95 * 3) out-of-state = $101,042 annual INTRO
- Combined the drop, withdrawal, and C or better grade analyses to estimate the differences between the groups in the overall success rate from students’ registration to final grade. (Control n = 36,223 Treatment n = 1,151) 59.8% of students in non-Z courses made it through the successive hurdles of drop, withdrawal and passing the class, compared with 66.4% of students in the Z courses, for a difference of 6.6%. A two sample Z-test of differences in proportions rendered a value of -4.66, which was significant (p <.001). Cohen’s d = 0.15, a positive but small effect.
- Combined the drop, withdrawal, and C or better grade analyses to estimate the differences between the groups in the overall success rate from students’ registration to final grade. (Control n = 7,000, Treatment n = 863) 54.2% of students who started in non-z courses successfully made it through the course with a C or better, compared with 59.8% of students in the Z courses, for a difference of 5.6%. A two sample Z-test of differences in proportions rendered a value of -4.66, which was significant (p <.001). Cohen’s d = 0.15, a positive but small effect.
- I’m not giving a full report on each study (some of these studies have their own session) my goal is to help you capture the main ideas.
- https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf
- When asked to rate the quality of OER, 59% of the faculty members who answered this question rated OER as comparable or better than proprietary materials. However, it should be noted that you could also say that a stronger majority said they were comparable or worse. When asked to rate the quality of OER, 59% of the 37 respondents who answered this question rated OER as comparable, slightly better, or significantly better than traditional, proprietary materials (see Figure 8). Interestingly, those educators who had adopted OER rated the quality of OER as significantly higher than those who had not adopted OER [1.88 vs. 3.28 on a 5-point Likert scale; F(1, 35)=7.88, p=.008].
- http://www.irrodl.org/index.php/irrodl/article/view/2381/3497
- Combined survey results from Collaborative Statistics and the Open Stax Version The peer-reviewed, OpenStax-published version of Introductory Statistics is impacting over 28,000 students per year. The number of students is faculty self-reporting the enrollments in their courses using the text.
- http://www.researchinlearningtechnology.net/index.php/rlt/article/view/29920
- Researchers surveyed 524 students in thirteen different courses at Kansas State University regarding their use of OER. They found: “Students indicated that they were somewhat satisfied taking courses using [OER] and used them somewhat more to more than a normal textbook. Students rated the [OER] as good quality and indicated that they were somewhat easy to use. Students agreed that they preferred using [OER] instead of buying textbooks for their courses.”
- 11/13 indicated that customization was a reason for this preference.”
- Combined survey results from Collaborative Statistics and the Open Stax Version The peer-reviewed, OpenStax-published version of Introductory Statistics is impacting over 28,000 students per year. The number of students is faculty self-reporting the enrollments in their courses using the text.
- https://docs.google.com/document/d/1sHrLOWEiRs-fgzN1TZUlmjF36BLGnICNMbTZIP69WTA/edit
- Check image may not be CC licensed
- In terms of student and teacher perceptions of OER, 2,717 students and 2,484 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 CA OER Whitepaper Delimont et al. (2016) Illowsky, B. S., Hilton III, J., Whiting, J., & Ackerman, J. D. (2016)
- Three of these are white papers (Allen & Seaman, Jhangiani et al., CA OER Whitepaper. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 and CA OER Whitepaper
- AFTER THIS SLIDE, WE’RE GOING TO LOOK AT THREE PERCEPTION STUDIES In terms of student and teacher perceptions of OER, 2,717 students and 2,484 faculty members were surveyed across the nine peer-reviewed studies. Approximately 50% said that the OER resources were as good as traditional resources, 35% said the OER were superior and 15% said they were inferior. Allen, I., Seaman, J. (2014). Opening the Curriculum: Open Educational Resources in U.S. Higher Education, 2014. Bliss, T., Robinson, T. J., Hilton, J., & Wiley, D. (2013). An OER COUP: College teacher and student perceptions of Open Educational Resources. Journal of Interactive Media in Education, 1–25. Bliss, T., Hilton, J., Wiley, D., Thanos, K. (2013). The cost and quality of open textbooks: Perceptions of community college faculty and students. First Monday, 18:1. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint). Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Lindshield, B., & Adhikari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning & Teaching, 9(1), 1–7. Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open learning, 26(1), 39-49, Pitt, R., Ebrahimi, N., McAndrew, P., & Coughlan, T. (2013). Assessing OER impact across organisations and learners: experiences from the Bridge to Success project. Journal of Interactive Media in Education, 2013(3). Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. BCcampus Research Report. Victoria, BC: BCcampus. https://bccampus.ca/files/2016/01/BCFacultyUseOfOER_final.pdf, Pitt, R. (2015). Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks. The International Review of Research in Open And Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2381/3497 and CA OER Whitepaper
- One of these is a dissertation But another way to look at quality is to look at efficacy or impact on learning. And at this point there are 13 peer reviewed studies that have been published that have looked at the impact on educational outcomes—things like exam performance—of OER adoption. Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- These studies include an aggregated sample of nearly 120,000 students Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
- AFTER THIS SLIDE, WE’RE GOING TO LOOK AT TWO PERCEPTION STUDIES Across 13 academic studies that attempted to measure results pertaining to student learning (higher ed: 15784 treatment, 99,692 control, k12: 1805 treatment 2439 control) none showed results in which students who utilized OER performed worse than their peers who used traditional textbooks. Allen, G., Guzman-Alvarez, A., Molinaro, M., Larsen, D. (2015). Assessing the Impact and Efficacy of the Open-Access ChemWiki Textbook Project. Educause Learning Initiative Brief, January 2015. See also this newsletter. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2012). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. Ithaka S+R. Bowen, W. G., Chingos, M. M., Lack, K. A., & Nygren, T. I. (2014). Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial. Journal of Policy Analysis and Management, 33(1), 94-111. Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning. Retrieved from http://www.eurodl.org/index.php?p=archives&year=2012&halfyear=2&article=533. Gil, P., Candelas, F., Jara, C., Garcia, G., Torres, F (2013). Web-based OERs in Computer Networks. International Journal of Engineering Education, 29(6), 1537-1550. (OA preprint) Hilton, J., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distance Learning, 14(4), 37–50. Hilton, J., & Laman, C. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open and Distance Learning, 27(3), 201–217. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2012.716657. (Open Repository Preprint). Lovett, M., Meyer, O., & Thille, C. (2008). The open learning initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Journal of Interactive Media in Education, 2008 (1). Pawlyshyn, Braddlee, Casper and Miller (2013). Adopting OER: A Case Study of Cross-Institutional Collaboration and Innovation. Educause Review. Robinson, T.J. (2015). Open Textbooks: The Effects of Open Educational Resource Adoption on Measures of Post-secondary Student Success (Doctoral dissertation). Robinson T. J., Fischer, L., Wiley, D. A., & Hilton, J. (2014). The impact of open textbooks on secondary science learning outcomes. Educational Researcher, 43(7): 341-351. Wiley, D., Hilton, J. Ellington, S., and Hall, T. (2012). “A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes.” International Review of Research in Open and Distance Learning. 13 (3), pp. 261-276. This also includes Fischer et al (2015), Wiley et al. (EPAA) (2016), and Hilton et al. (IRRODL) (in press)
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- Do you need or want help with a study? I work with a group of 40 researchers and we would love to help. Please see me!
- Do you need or want help with a study? I work with a group of 40 researchers and we would love to help. Please see me!