Faculty attitudes towards OER and open textbooks in British Columbia and Beyond

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"Faculty attitudes towards OER and open textbooks in British Columbia and Beyond" (with Christina Hendricks, Rajiv Jhangiani and Clint Lalonde) was presented at OpenEd 2015, Vancouver, British Columbia on 19 November 2015. You can read the full report here: http://open.bccampus.ca/2016/01/18/new-study-exploring-faculty-use-of-oer-at-bc-institutions/

Faculty attitudes towards OER
and open textbooks in British
Columbia and beyond
Rajiv Jhangiani BCcampus Open Textbook Fellow
Beck Pitt OER Research Hub
Christina Hendricks BCcampus Open Textbook Fellow
Clint Lalonde BCcampus
Open Education Conference
Vancouver BC
Nov 19, 2015
#opened15

open.bccampus.ca
BC Open Textbook Project
40 free & open textbooks for highest
enrolled 1st & 2nd year post-secondary
subjects in BC
2014 – 20 for skills & training
First province in Canada
2014 – AB & SASK MOU
$1 million
2014 - $1 million
Visual notes of John Yap announcement, Giulia Forsythe Used under
CC-SA license

open.bccampus.ca
Year Sections Students Savings
2013 19 593 $59,300 - $87,960
2014 89 3018 $301,800 - $432,672.50
2015 186 5664 $556,140 - $684,129.65
Total 294 9275 $927k - $1.2 mil

Why do they adopt?
What challenges do they face?
How can we overcome those challenges?

OER Research Hub Hypotheses:
• Use of OER leads to improvement in student
performance and satisfaction;;
• The open aspect of OER creates different usage and
adoption patterns than other online resources;;
• OER adoption at an institutional level leads to
financial benefits for students and/or institutions;;
• Use of OER leads to critical reflection by educators,
with evidence of improvement in their practice;;
• Participation in OER pilots and programs leads to
policy change at institutional level.

• Demographic characteristics;;
• Institutional and teaching context;;
• Use of OER;;
• Awareness and use of open textbooks from the BC
Open Textbook Project;;
• Motivations for using OER;;
• Challenges and enabling factors for using and adapting
OER;;
• Perceived quality of OER;;
• Impact of OER use on students, classroom practice, and
institutions;;
• Institutional policies concerning OER;;
• Awareness of open licensing;;
• Sharing of teaching materials openly;;
• Use of computers and the internet;;
• Key personality characteristics.

What do we know so far?
Usage Patterns
Quality
Barriers/Enabling Factors
Policy

open.bccampus.ca
Perceived quality of OER
0%
5%
10%
15%
20%
25%
30%
35%
Compared
to
traditional,

proprietary
materials

open.bccampus.ca
Adoption, adaptation, creation correlations
0.39
Adopted

OER
Created
OER
Adapted
OER
0.45
0.43
All
correlations

significant
at
p<.001

open.bccampus.ca
Use, adaptation, creation, by type of institution
0%
10%
20%
30%
40%
50%
60%
70%
Research
University Teaching
University College/Institute
Adopted
Adapted
Created

open.bccampus.ca
Barriers to OER use, by type of institution
0%
10%
20%
30%
40%
50%
60%
70%
80%
Research
university
Teaching
university
College/Institute

open.bccampus.ca
Enabling factors for OER use, by type of
institution
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Research
university
Teaching
university
College/Institute

open.bccampus.ca
The
Question
of
OER
Quality

open.bccampus.ca
Adoption, Adaptation, & Creation
Much
more
adoption
than

adaptation
&
creation
Usage
patterns
reflect
the

reported
barriers
More
awareness
of
cost

savings
to
students
than

institutional
benefits
Absence
of
institutional

policies
reflect
this

open.bccampus.ca
The Path to Adoption, Adaptation, & Creation
Knowing About AND Having Time
To Locate AND Easily Access
Relevant High-Quality
WHILE
Not Encountering
Resistance from
(And Preferably Receiving
Support from)
ColleaguesAdministrators
AND
Policy Other Stakeholders

open.bccampus.ca Source:
"Pencil" by sylviaduckworth.
Reproduced
with
permission.

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