Published on February 4, 2014
How to Make It Work for Faculty: A study of how Washington community and technical college faculty use Open Educational Resources Boyoung Chae & Connie Broughton Washington State Board for Community and Technical Colleges
Research Questions The purpose of the study is to investigate the adoption of Open Educational Resources within the WA college system. • How do faculty members in WA CTC system perceive OER? • How do faculty members in WA CTC system currently use OER for their teaching practice? • What types of support do faculty members in WA CTC system require to make OER more usable and beneficial to their teaching practice?
Methodology • Mixed method study – Conducted the State-wide survey and received 730 responses. – Will conduct the follow-up phone interviews with the survey participants. • Participants – Faculty who teach regular quarter-based classes in the Washington state community or technical college
Preliminary findings 1 Have you heard about Open Educational Resources? No 17% Yes 83%
Preliminary findings 2 Faculty Perception of OER • Most participants understand the fundamental idea that OER is about sharing free customizable resources for educational purposes. • The key words that identify OER – – – – – Free (mentioned 150 times) Open Low cost Customizable and Adaptable Shared
Preliminary findings 3 • Have you had a chance to search for OER in your discipline? No 33% Yes 67%
Preliminary findings 4 • Reasons given for not searching OER – Didn’t know where to start. – Unclear as to what search terms to use. – Department chooses the book from the publisher. – haven't made time. – I write my own texts
Preliminary findings 5 Have you used any Open Educational Resources (OER) in your teaching practice? No 40% Yes 60%
Preliminary findings 6 I have heard of OER (83%) I have looked for OER (70%) I have used OER (67%)
Preliminary findings 7 • Reasons given for not using OER – I could not find resources pertinent to my course content. – The quality of the OER I found did not exceed my current choice of materials. – I found quality resources, but they were not aligned with the level/scope of my course. – I use materials I wrote myself. – I do not have time to experiment with using OER in the classroom. – I find it a bit overwhelming when searching.
Preliminary findings 8 • Types of OER used by faculty ranged widely: 1. Videos 2. Reading materials 3. Open textbooks 4. Images 5. Course activities • Most faculty adopted an individual course item. Only a small number of faculty adopted a whole course package.
Preliminary findings 9 Benefits faculty experienced in using OER • reduces the cost of textbooks to my students. • provides me with wider access to quality educational resources. • enhances my intellectual and pedagogical creativity. • encourages me to really ponder my course objectives. • frees me from the worries of a traditional textbook. • offers me peace of mind knowing that I do not have to ask for a permission.
Preliminary findings 10 Favorite OER places to find OER • • • • • • • • • • • • • YouTube Khan Academy wamap.org Ted Talks Open Course Library Flickr Saylor MIT OpenCourseWare Purdue OWL Open Learning Initiative Wikipedia Merlot OpenTextbookStore.com
Preliminary findings 11 How did you become aware of Open Educational Resources (OER)? • • • • From colleagues From presentations at the state-wide conference From independent research From presentations at the local department faculty gathering
Preliminary findings 12 Motivation in looking for and using OER • I am always looking for new and innovative ways of teaching. • I want to help students save money for their course materials. • I am always interested in providing more access for the students. • It coincides with my philosophy in education.
Preliminary findings 13 Benefits on students from using OER • A majority of participants agreed that using OER – increases learners' participation in class discussions. – increases learners' interest in the subjects taught. – increases learners' satisfaction with the learning experience. – increased independence and self-reliance – increases learners' engagement with lesson content.
Preliminary findings 14 However, • A majority of participants disagreed that using OER – leads to improved student grades. – increases collaboration and/or peer-support amongst learners. – leads to learners becoming interested in a wider range of subjects than before they used OER.
Preliminary findings 15 Support needed from the college or state Absolutely needed • • More training opportunities in OER. More professional development activities in OER. Necessary • • • • • More information on OER. More connection to faculty OER community. Endorsement from your department or school that encourages the use OER. More opportunities to share what you have built. More opportunities to create open educational resources.
Preliminary findings 16 The areas of information in OER faculty most seek • • • where to find quality OER. where to get help in using OER copyright issues. how to determine if a resource is openly licensed.
Questions Contact us! Boyoung Chae at firstname.lastname@example.org Connie Broughton at Cbroughton@sbctc.edu
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