Student Perceptions of College Faculty Who Use OER

Vojtech, Gabrielle; Grissett, Judy Orton

doi:10.19173/irrodl.v18i4.3032

Cited by 24 publications

(16 citation statements)

References 14 publications

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“…In addition to student viewpoints on the quality of OER themselves, there is also the issue of how students perceive instructors who use OER. Vojtech and Grissett (2017) examined this by having students read vignettes in which faculty who use OER or commercial textbooks were described. Faculty who were described as using OER were rated as more kind, more creative, and more encouraging than faculty described as using a commercial textbook.…”

Section: Resultsmentioning

confidence: 99%

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Clinton

2018

Psychology Learning & Teaching

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Open educational resources (OER) have been developed to free students from the expense and instructors from the restrictions of commercial materials. There has been a wealth of empirical examination on numerous aspects of OER. The purpose of this narrative review is to synthesize and integrate the findings on OER in psychology to assist instructors in making informed decisions about course materials. Topics in this review were organized according to the Cost, Outcomes, Usage, and Perceptions framework. Results indicated that OER adoption yielded cost savings while generally having similar or better outcomes in terms of grades. Students typically reported similar use and perceptions of OER compared to commercial course materials. Resources for instructors interested in OER are described. Criticisms of OER, such as concerns about quality, are addressed as well as limitations of reviewed research and future directions for research and development of OER.

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Section: Resultsmentioning

confidence: 99%

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Clinton

2018

Psychology Learning & Teaching

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“…The other category was given as a catch-all for resources missing from the given list. The given list of online resources appears fairly comprehensive as there were just 33 total responses and 12 unique resources across all courses within the other category that differed from the given resource list, with the number of students reporting the resource given in parentheses: Google or Bing search engines for general searching (12), Yahoo Answers (9),…”

Section: A Surveysmentioning

confidence: 99%

“…Adoption of OER textbooks and comparisons to print textbooks have previously been studied across disciplines [10][11][12][13][14] and within the context of introductory physics courses [15]. One may find a recent literature review of students' engagement with e-texts versus paper texts particular helpful for more information on this topic [16].…”

Section: Introductionmentioning

confidence: 99%

Students’ use and perception of textbooks and online resources in introductory physics

Ruggieri

2020

Phys. Rev. Phys. Educ. Res.

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In this mixed-methods study of large enrollment introductory physics service courses, I investigated students' perception and use of online education resources as supplements to course-provided materials and activities. Specifically, I focused on the increasing use of popular free online media resources such as YouTube and Khan Academy, and fee-based textbook solution repository services such as Chegg. In the quantitative portion of this study, I surveyed students from three courses on their textbook and online resource usage and found that most students relied primarily on online resources as they navigated the courses, and comparatively few used the textbook regularly. In the qualitative portion, I investigated the patterns and culture of textbook and online resource usage via semistructured interviews and found that students reported using online resources as supplements to, or in place of, the course-provided materials when engaging with online homework or studying for an exam. Students reported using online resources productively to guide learning efforts, but also acknowledged unproductive uses such as copying solutions to mitigate loss of assignment points. I provide suggestions for changes in course materials, practices, and expectations to better engage students in the course and in their learning.

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“…Still, in many cases the use of open textbooks saves students money; one study found that the average proprietary textbook cost was $90.61, with a wide range (Hilton III et al, 2014). Students appreciate and respond favorably to faculty members and courses in which OER are used in lieu of costly textbooks and course materials (Gabrielle & Judy, 2017). Customizability is another difference between OER and proprietary textbooks.…”

Section: Review Of Literaturementioning

confidence: 99%

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

Dennen

Bagdy²

2019

OLJ

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This study presents the initial needs analysis and formative evaluation of the beta version of an open educational resource (OER) textbook solution. The OER textbook, created by the authors, replaces a proprietary, paper-based textbook and is delivered to students digitally, within a learning management system. Needs analysis findings show that students are concerned about cost and convenience, and are likely to seek course content online before reading material in a traditional course textbook. Many do not purchase assigned textbooks at all. Students also want mobile access to course readings, and for those readings to be brief and targeted, covering just the necessary content for completing coursework. Students provided positive feedback on the OER textbook, indicating that it helped them meet course learning objectives. The online integration of reading and other content materials within the LMS encouraged use. Students reported higher rates of access and appreciation that the course textbook was free. These findings suggest that instructors should consider the cost, format, length, and relevance of assigned readings in courses, whether they are ready to adopt, adapt or create open digital textbooks or continue to use proprietary, paperbased ones. Keywords: instructional design, needs analysis, online textbook, open educational resources Dennen, V.P., & Bagdy, L.M. (2019). From proprietary textbook to custom OER solution: Using learner feedback to guide design and development.

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Student Perceptions of College Faculty Who Use OER

Cited by 24 publications

References 14 publications

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Cost, Outcomes, Use, and Perceptions of Open Educational Resources in Psychology: A Narrative Review of the Literature

Students’ use and perception of textbooks and online resources in introductory physics

From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development

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