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Factors that influence the selection of open (and commercial) educational resources

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Factors that influence the selection of open (and commercial) educational resources

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Presentation at the 2017 Open Textbook Summit in Vancouver, BC on May 24, 2017

Presentation at the 2017 Open Textbook Summit in Vancouver, BC on May 24, 2017

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Factors that influence the selection of open (and commercial) educational resources

  1. 1. University Teaching Fellow, Kwantlen Polytechnic University Senior Open Education Advocacy & Research Fellow, BCcampus Rajiv Jhangiani, Ph.D. @thatpsychprof Psychology Instructor, Justice Institute of British Columbia Sessional Lecturer, University of British Columbia Surita Jhangiani, Ph.D. @SuritaJhangiani Factors that influence the selection of open (and commercial) educational resources Jazmin Quaynor/Unsplash
  2. 2. ! !! Prepared'by:' Rajiv!S.!Jhangiani,!Ph.D.,!Kwantlen!Polytechnic!University! Rebecca!Pitt,!Ph.D.,!OER!Hub! Christina!Hendricks,!Ph.D.,!University!of!British!Columbia! Jessie!Key,!Ph.D.,!Vancouver!Island!University! Clint!Lalonde,!M.A.,!BCcampus! January!18,!2016!! bit.ly/BC-OER-report How do faculty in British Columbia use OER? What are their experiences with and perceptions of OER? What factors enable or act as barriers to using OER?
  3. 3. Teaching intensive 34% College 33% Graduate 19% Research intensive 12% Other 2% The sample N = 217 26 institutions Age range: 23-75 M = 50.92; SD = 10.85 Years teaching range: 0-45 M = 15.69; SD = 9.72
  4. 4. The sample Business, 9.8 Computer & info science, 1.7 Education, 8.6 Health, 12.6 Humanities, 16.1Natural sciences, 10.3Professional studies, 0.6 Social sciences, 22.4 Other, 17.8 F2F teaching: 60.4% Blended: 17.2% Online: 9.4%
  5. 5. 1. Who selects required course materials?
  6. 6. 63% 19.30% 15.60% 11.50% 8.90% 7.80% 2.60% 2.60% 0.50% 0% 10% 20% 30% 40% 50% 60% 70% Solely responsible Committee (member) Department Course developer Another faculty member Committee (lead) Committee (not member) Instructional designer Administration
  7. 7. 2. What factors influence your selection of course materials?
  8. 8. 1 1.5 2 2.5 3 3.5 4 4.5 5 Clear & accessible writing Comprehensiveness of coverage Ease of fit Recently updated Cost to student Theoretical orientation Reputation of authors Not at all important Slightly important Moderately important Very important Extremely important
  9. 9. 1 1.5 2 2.5 3 3.5 4 4.5 5 Canadian edition Used/recommended by others Quality of ancillary resources Compatible with LMS Relationship with publisher Financial incentives Not at all important Slightly important Moderately important Very important Extremely important
  10. 10. Allen, I. E. & Seaman, J. (2014). Opening the curriculum: Open educational resources in U.S. higher education.
  11. 11. Cost Recently updated Reputation of author(s) Comprehen -siveness of coverage Theoretical orientationEase of fit Quality of ancillaries Use recommended Clear & accessible writing Canadian edition Works with LMS Relationship with publisher Sponsorships /incentives Positive relationship Negative relationship
  12. 12. 3. How important are ancillary materials?
  13. 13. 1 1.5 2 2.5 3 3.5 4 4.5 5 Online student resources Question bank Adaptive quizzing Activity manual PowerPoint slides Not at all important Slightly important Moderately important Very important Extremely important
  14. 14. 1 Student PIRGs (2016). Access denied. (CC-BY 4.0) Retrieved from www.studentpirgs.org/textbooks.
  15. 15. 25.5% require an access code
  16. 16. 4. How often do you hear from students about textbook unaffordability?
  17. 17. How often (per semester) do you receive queries from students about whether they really need the required course textbook? How often (per semester) do you receive queries from students about whether they can use an older edition? 13.1 31.8 34.1 13.6 7.4 Never Rarely Sometimes Often Always 7.4 17.7 40.6 25.7 8.6 Never Rarely Sometimes Often Always
  18. 18. If you had to guess, what percentage of your students do you think go without purchasing a required course textbook? How confident are you in your estimate? 0 20 40 60 80 100 22.07% 6.3 12 42.3 29.7 9.7 Not at all Slightly Moderately Very Extremely
  19. 19. 5. How aware are you of OER?
  20. 20. 14.90% 26.30% 40.60% 2.30% 16% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Not aware Heard the term Aware Aware + previously used Aware + currently use
  21. 21. Among those who control the selection of course materials, 39.8% are either unaware or don’t know much about OER
  22. 22. 6. How do you rate the quality of open (and commercial) educational resources?
  23. 23. Understanding that there is variability, how would you rate the quality (factually correct, up-to-date, well-written, organized, effective) of: All: t(84) = 5.877, p = .000 Currently using: t(23) = 1.32, p = .20 11.4 22.7 8 36.4 16.8 22.7 54 6.8 20.4 Poor Satisfactory Average Good Excellent Commercial resources Open educational resources
  24. 24. Perceived quality of OER 0% 5% 10% 15% 20% 25% 30% 35% Com prop ! !! Prepared'by:' Rajiv!S.!Jhangiani,!Ph.D.,!Kwantlen!Polytechnic!University! Rebecca!Pitt,!Ph.D.,!OER!Hub! Christina!Hendricks,!Ph.D.,!University!of!British!Columbia! Jessie!Key,!Ph.D.,!Vancouver!Island!University! Clint!Lalonde,!M.A.,!BCcampus! January!18,!2016!! Non-users Users
  25. 25. 7. Do you think you will adopt OER over the next 3 years?
  26. 26. 1 1.5 2 2.5 3 3.5 4 Not aware Heard Aware Previously used Currently use 3yearOERadoptionintention Awareness of OER Yes Will consider Might consider Not interested
  27. 27. Predicting OER adoption: A model
  28. 28. Resource-related factors Ancillary resource- related factors Awareness of OER Perceived quality of OER Current OER adoption Future OER adoption
  29. 29. Cost Recently updated Reputation of author(s) Comprehen -siveness of coverage Theoretical orientationEase of fit Quality of ancillaries Use recommended Clear & accessible writing Canadian edition Works with LMS Relationship with publisher Sponsorships /incentives
  30. 30. Require access code Reliance on ancillary resources Consider cost to studentsPerceived impact of textbook costs Emails from students .15* .28*** -.19* .47*** * >.05 ** >.01 *** >.001 .15* -.16*
  31. 31. Perceived quality of OER Current/past OER adoption Future OER adoption Consider cost to students .43*** Can’t find what I need .35*** Estimate of students doing without a textbook .27* Not enough resources in area No available ancillaries Unprofessional appearance Not up-to- date Not relevant to context -.52*** -.40*** -.41*** -.54*** -.40*** -.25* .63*** .30** * >.05 ** >.01 *** >.001
  32. 32. Resource-related factors Ancillary resource- related factors Awareness of OER Perceived quality of OER Current OER adoption Future OER adoption
  33. 33. @thatpsychprof rajiv@kpu.ca slideshare.net/thatpsychprofWWW @SuritaJhangiani sjhangiani@jibc.ca Jonatan Pie/Unsplash

Editor's Notes

  • Note that numbers add up to over 100%
  • Most interested in the content
  • Cost to students is ranked 5/13; however, this may be a function of how we posed the question
  • Not listing correlation coefficients
  • All highly intercorrelated
  • What % of individual control require access code? If only 63% to start with does this drop?
  • 55% hear from students sometimes, often, or always about needing the required textbook
    75% hear from students sometimes, often, or always about using an older edition

    Requiring access code & queries about using older edition: .160, p = .035, 175
  • Queries about needing the book & estimate of students doing without: .152, p = .049, 167
  • 91.2% average to excellent for commercial
    65.9% average to excellent for OER

    104 & 129 nonrespondents, respectively
  • When faculty have control over the selection of required course materials
    And they are aware of OER
    And they perceive it to be high enough quality
    And it fits with their current teaching approach
    And they do not require an access code
    This explains 76% of the variance in OER adoption
  • Considering theoretical orientation & ease of fit with current teaching materials are negatively correlated with current OER adoption

    Considering cost to student is positively correlated with future adoption
  • When faculty are aware of OER
    And they perceive it to be high enough quality
    And it fits with their current teaching approach
    And they do not require an access code
    This explains 76% of the variance in OER adoption

    When faculty have adopted OER
    And they perceive it to be high quality
    This explains 49% of the variance in likelihood of future OER adoption
  • Need to know why those who previously adopted OER stopped doing so

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