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Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
The document presents early findings on the impact of open textbook adoption on teaching and learning, focusing on institutional support, the creation and use of open textbooks, and the benefits and challenges associated with their implementation. Interviews with faculty reveal that open textbooks enhance interactive learning and faculty collaboration while providing financial savings for students. The next steps include further analysis and dissemination of findings aimed at contributing to peer-reviewed research in educational practices.
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Research Examining the Impact of Open Textbook Adoption on Teaching and Learning: Early Findings
- 1. Research Examining theImpact of Open Textbook Adoption on Teaching and Learning: Early FindingsCCCOER Meeting , June 22, 2010Clare Mortensen, Institute for the Study ofKnowledge Management in EducationISKME:
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- 3. CCOTC Research andEvaluation MethodologyCCOTP/CCCOER Participant Obs. of MeetingsWhat institutional policies are needed to support adoption and use of open textbooks? How and to what extent are open textbooks being created, shared, and used? How does the use of open textbooks support teaching and learning?Identification of factors influencing open textbook adoption and what obstacles exist to their use
- 4. Insight into waysthat open textbook use enhances teaching and learning
- 5. Identification of benefitsand challenges of open textbook adoption in terms of teaching, learning, and institutional policyCCOTP/CCCOER InterviewsAdministrator Interviews Bookstore Mgr. Interviews Student interviews Faculty Interviews Research QuestionsData Collection Methods
- 6. Overview of ISKME’sOER Research Trajectory20032005200720092011FHSST
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- 15. Cyberlearning in CommunityColleges
- 16. CNXTimeline and ProjectsOERCommons
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- 19. Community College OpenTextbook Project
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- 21. Ways that OERsupports teaching and learning
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- 23. Types of andways knowledge is shared through OER
- 24. OER communities ofpractice
- 25. Creation, use andreuse behaviors
- 26. Challenges and supportsfor OER Major ResearchIssues StudiedIncentives and interest to participate in online resources
- 27. Existing behaviorsto support use of online resources and OER
- 28. What makes resourcesusable and reusable for teachers and learnersSummary of Interviews Complete and Outstanding*Includes 20 faculty users of Collaborative Statistics at De Anza College
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- 30. Disciplines and Typeof Courses TaughtComputer SciencePolitical Science65% teach online or hybrid coursesEducationFine ArtsBusiness and EconomicsMathAcademic Discipline (N=17)
- 31. Familiarity and Engagementwith Open Textbooks94% first-time adopters of open textbooksauthors of open textbooks29%
- 32. Textbook Repositories Used47%24%12%12%6%N = 17
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- 34. Factors Influencing OpenTextbook AdoptionI adopted the textbook because an old colleague of mine wrote the book and I agreed with his [pedagogical and philosophical] approach.Financial savings for students
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- 38. Department-wide adoption Benefitsof Open Textbook Use (Overall)I didn’t know or think about this before I adopted the book.. I’ve changed around the book so it’s in the order I like. I’ve added material to it. I like making it fit to the way I want to teach the course.Ability to modify
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- 40. ConsistencyBenefits Across AcademicDisciplines
- 41. Impact of OpenTextbook Use on Teaching PracticeI’m now offering students the ability to interact with information and their interaction is what leads the classroom. It’s not just the method of information that’s being changed, it provides the opportunity for students to access more original material in a way that promotes interactive learning. Enhances faculty’s ability to support interactive learning processes
- 42. Impact of OpenTextbook Use on Teaching PracticeNow I send emails to my students with a URL link to the chapter they’re supposed to read. It helps keep them on track with where we are in the course.Enhances faculty’s ability to support students’ metacognitive processes
- 43. Impact of OpenTextbook Use on Teaching racticeMy colleagues and I collaborated to integrate the book with our existing syllabi and course curriculum…now we meet regularly to talk about lesson plans.Facilitates faculty collaboration
- 44. Leads faculty towardsadvocacyResearch and EvaluationNext Steps
- 45. Moving Forward withAnalysis and Dissemination Continuing interviews with faculty bookstore managers, administrators, and students
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- 47. Dissemination of findingsin Fall 2010/Winter 2011
- 48. Peer-reviewed journal articleClareMortensenInstitute for the Study of Knowledge Management in Educationclare@iskme.org
Editor's Notes
- #5 Shows the trajectory of our research how we’ve built upon our learnings/finding over time…early research in ‘03 focused on online resources (not open resources) and instructgors interest in using online resources. Started looking at digital resources and whether instructors were intersted in using them.Then worked on six studies of OER – how users on an OER platform create and use materials, incentives and dicinsentives to that use and creationThen moved into questions that focus on how OER is aligned to teaching and learning and what new practices OER might support
- #8 Faculty interviewed represented six major academic disciplinesOf the faculty that have been interviewed so far, 29% are from public universities, 18% are from private universities, and 53% from community collegesOf those faculty we have yet to interview/contact for interviews, 90% are community college faculty (and 20 of the 24 to be contacted are De Anza College faculty using Collaborative Statistics)Ten States Represented (2) California (2) Florida (4) Washington (2) Pennsylvania (2) New York (5) Other (IL, MA, MT, NH, TX)
- #10 Among the faculty interviewed, about half are using textbooks available via Flat World KnowledgeAbout a quarter of the faculty reported the textbook they are using is not available any of the more well known repositories but rather the textbook is posted as a document/pdf on a university website or a personal website. Lulu may be used in combination so that students can order hard copies. Textbook authors expressed interest/desire to post their book on other repositories as well – or stated they’d heard that it has been posted elsewhere by someone else (so there is some overlap btw these categories)
- #11 Among the faculty interviewed, about half are using textbooks available via Flat World KnowledgeAbout a quarter of the faculty reported the textbook they are using is not available any of the more well known repositories but rather the textbook is posted as a document/pdf on a university website or a personal website. Lulu may be used in combination so that students can order hard copies. Textbook authors expressed interest/desire to post their book on other repositories as well – or stated they’d heard that it has been posted elsewhere by someone else (so there is some overlap btw these categories)
- #12 Faculty are motivated by pricePeer review – several faculty discussed how open textbooks need to be brought into existing peer review processes at colleges and universities. We are addressing that with CCOTCA couple of faculty interviewed talked about the potential for open textbooks to be adopted department-wide. While faculty resist any infringement on autonomy, the fact that open textbooks can be modified/the sequence can be changed means there’s more potential for department wide adoption. Addresses issue of having common course material across many courses taught by different faculty.
- #13 Faculty are motivated by pricePeer review – several faculty discussed how open textbooks need to be brought into existing peer review processes at colleges and universities. We are addressing that with CCOTCA couple of faculty interviewed talked about the potential for open textbooks to be adopted department-wide. While faculty resist any infringement on autonomy, the fact that open textbooks can be modified/the sequence can be changed means there’s more potential for department wide adoption. Addresses issue of having common course material across many courses taught by different faculty.
- #14 Information Systems: online textbook “models everything we’re talking about in class”Political Science: online textbook enhances interactivity between traditional course material and public domain websites (such as whitehouse.com)Mathematics: difficult to utilize disjointed OER materials; an open textbook provides consistency in notation – “I can’t see how a math book could be a mashup”Sciences: open textbooks lend themselves well to “the linear nature of teaching certain subjects”
- #16 Tell the audience: Students tell faculty it’s easier to locate information using open textbooks