Experiences, Perceptions and Outcomes of Using Open Textbooks: Research from the BC OER Research Fellows
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This document summarizes research from the BC Open Educational Resource (OER) Research Fellows on their experiences using and perceptions of open textbooks. It includes results from surveys of students in a Physics 100 course at UBC that used an open textbook, as well as a broader survey of BC post-secondary students who have used open textbooks. Key findings include high rates of student adoption and satisfaction with open textbooks, cost savings for students, and mostly positive views of open textbook quality compared to traditional textbooks. Contact information and a link to slides are provided at the end.
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Experiences, Perceptions and Outcomes of Using Open Textbooks: Research from the BC OER Research Fellows
- 1. Christina Hendricks Department of Philosophy Rajiv Jhangiani Department of Psychology Colin Madland Coord. Edu Technologies Experiences, Perceptions & Outcomes of Using Open Textbooks: Research from the BC OER Research Fellows Festival of Learning, June 2016
- 2. William & Flora Hewlett Foundation 23 Fellows 2015-2017 http://openedgroup.org/fellowship Cost Outcomes Usage Perceptions COUP OER Research Fellowships
- 3. Open Textbook Student Survey Physics 100 (UBC) Christina Hendricks Sr. Instructor, Philosophy Co-PI’s: Stefan Reinsberg, Georg Rieger Physics & Astronomy, UBC Data will be made open soon
- 4. PHYSICS 100 AT UBC Physics 100 CC BY-SA 4.0 CTLT, UBC Fall 2015, approx. 800 students OpenStax College Physics Completed survey responses: 134
- 5. 47% 39% 9% Grade A B C D F PHYSICS 100 AT UBC 68% 13% 6% 4% Major Sciences Health Undecided Forestry First year: 89% Second year: 8% Female: 72% Male: 28%
- 6. PHYSICS 100 AT UBC How much do you typically spend on txtbks in a year? 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% $1000-$1200 $800-$1000 $600-$800 $400-$600 $200-$400 >$200
- 7. PHYSICS 100 AT UBC Which actions have you taken to reduce book costs? 0% 10% 20% 30% 40% 50% 60% 70% Rented Downloaded Borrowed (library) Shared E-book Used (bookstore) Resold Off campus
- 8. PHYSICS 100 AT UBC How often taken following actions b/c of txtbk costs? 85% 82% 76% 44% 11% 12% 12% 18% 4% 5% 10% 26% 7% 5% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dropped Fewer courses Diff. section Didn't buy Never Rarely Sometimes Often Very often
- 9. PHYSICS 100 AT UBC How did you access the open textbook? 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Printed some readings Bought hard copy Downloaded PDF Inside EdX website
- 10. PHYSICS 100 AT UBC How important are the following features of your OT? 30% 41% 61% 71% 74% 19% 24% 26% 24% 21% 20% 22% 11% 5% 4% 17% 8% 14% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Can print Mobile access Access anywhere Free of cost Customized to course Very Somewhat Average Smwht Not Not
- 11. PHYSICS 100 AT UBC How rate quality of your open textbook compared to traditional? Worse 5% Same 74% Better 21% Would have preferred to buy traditional textbook? Strongly agree 5% Somewhat agree 11% No pref 17% Somewhat disagree 24% Strongly disagree 43%
- 12. OPEN TEXTBOOKS A SURVEY OF BC POST-SECONDARY STUDENT USERS @thatpsychprof Rajiv Jhangiani, Ph.D. Department of Psychology
- 13. THE SAMPLE • 315 STUDENTS FROM 12 POST-SECONDARY INSTITUTIONS • RECRUITED VIA KNOWN FACULTY ADOPTERS • ONLINE SURVEY Female 64% Male 36% SEX Yes 48%No 52% ES/SL
- 14. <5 7% 6-10 12% 11-15 18% 16-20 26% 21-25 16% 26-30 8% 31-35 9% >35 4% HOURS WORKED/WEEK 69% EMPLOYED 63% WORK >15 HRS/WEEK <$100 16% $101-$250 46% $251-$500 25% $501-$750 8% >$750 5% $ EARNED/WEEK 62% EARN <$250/WEEK
- 15. ACTUAL SPENDING ON TEXTBOOKS (PAST 12 MONTHS) RANGE: $0-$3000; MEAN: $702 0 10 20 30 40 50 60 Rented Library reserve E-book Shared Downloaded Used (bookstore) Resold Off-campus New (bookstore)
- 16. MODAL STUDENT: ENROLLED IN 3 COURSES; 7-9 COURSES (PAST YEAR) COMPLETED >30 CREDITS OVERALL 45.6 70 82.4 73.9 72.3 15.7 13.2 9 10.9 10.9 23 11.9 6.6 10.9 11.9 7.9 4 1.7 4.3 2.6 7.9 1 0.3 0 2.3 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Not purchased Earned poor grade Dropped/Withdrew Not registered Taken fewer courses Never Rarely Sometimes Often Very Often
- 17. HOW DO YOU ACCESS YOUR OPEN TEXTBOOK? 0 10 20 30 40 50 60 70 80 Print (home) Print (other) Print (SFU) Smartphone Tablet E-reader PDF Online 79% Chapters as needed
- 18. HOW IMPORTANT TO YOU ARE THE FOLLOWING FEATURES OF YOUR OPEN TEXTBOOK? 12.6 6.7 9.6 7.8 2.9 1 13.6 22.1 15.4 4.9 1 1.9 31.1 20.2 21.2 16.5 10.6 9.6 21.4 26 21.2 32 36.5 26.9 21.4 25 32.7 38.8 49 60.6 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Shareability Permanent retention Option to print Convenience/portability Immediate access Cost savings Not important at all Of little importance Of average importance Very important Absolutely essential
- 19. Below average 3% Average 20% Above average 34% Excellent 43% HOW WOULD YOU RATE THE QUALITY OF YOUR OPEN TEXTBOOK? Strongly agree 6% Slightly agree 12% Neither 17% Slightly disagree 15% Strongly disagree 50% WOULD YOU HAVE PREFERRED A TRADITIONAL TEXTBOOK? FAIR PRICE: ~$60
- 20. Exploring the Remix Hypothesis Colin Madland Coordinator for Educational Technologies, OER Research Fellow
- 21. 21 Remix Hypothesis "changes in students outcomes occurring in conjunction with OER adoption correlate positively with faculty remixing activities.” ~Wiley Wiley, D. (2015). The Remix Hypothesis. Retrieved from http://opencontent.org/blog/archives/3813 THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 22. 22 Level 1 – Realign – Minimal Impact Level 2 – Rethink – Modest to Large Impact Level 0 – Replace – 0 Impact THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 23. 23 In which of these ways, if any, have you used or created Open Educational Resources? THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 24. 24 Faculty (N=4) Administrators (N=8) Instructional Designers (N=5) Students (N=29) N % Used 4 50 Adapted 2 25 Created 2 25 N % Used 4 50 Adapted 2 25 Created 2 25 N % Used 4 100 Adapted 4 100 Created 3 75 N % Used 20 80 Adapted 7 28 Created 4 16 THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 25. 25 For a typical course, how often do you use the required texts? THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 26. 26THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 27. 27 How often did you use the textbooks for this course? THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 28. 28THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 29. 29 In relation to textbooks used in other courses, how would you rate the quality of the textbook used for this course? THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 30. 30THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 31. 31 For which of the following purposes have you used OER in the context of studying at TRU? THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 32. 32THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 33. 33THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 34. 34 My experience has been very good. I do not have a lot of experience, mainly just using the BC open textbook for my course. Using this resource has saved me a lot of time and money, allowing me to help pay for insurance for my car. [The] open textbook has been nice because it saved me money, only drawback is not being able to highlight text while studying I have enjoyed it. It helps me explore my lectures further, and really helps with my understanding of the topic. THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 35. 35 The use of OER in the classroom leads to improved grades. THOMPSON RIVERS UNIVERSITY | June 2016 | Festival of Learning
- 36. 36 Faculty (N=4) Administrators (N=8) Instructional Designers (N=5) Students (N=29) N % A or SA 0 0 Neutral 7 100 D or SD 0 0 N % A or SA 4 58 Neutral 3 42 D or SD 0 0 N % A or SA 1 33 Neutral 1 34 D or SD 1 33 N % A or SA 14 56 Neutral 9 36 D or SD 1 4 THOMPSON RIVERS UNIVERSITY | June 2016 | #Festival of Learning
- 37. 37 What does adoption COST? THOMPSON RIVERS UNIVERSITY | June 2016 | #Festival of Learning
- 38. NOTHING MONEY TIME 38 Faculty Administrators Instructional Designers Students THOMPSON RIVERS UNIVERSITY | June 2016 | #Festival of Learning EFFORT
- 39. Didn’t buy textbook for a course: rarely to very often Christina: 95% Christina: 56% Quality of OT same or better than traditional textbooks Would have preferred traditional textbook: slightly to strongly agree Rajiv: 55% Christina: 16% Rajiv: 18% Colin: 96% Rajiv: 97%
- 40. Contact & Slides Christina Hendricks c.hendricks@ubc.ca @clhendricksbc Rajiv Jhangiani rajiv.jhangiani@kpu.ca @thatpsychprof Colin Madland cmadland@tru.ca @colinmadland Slides: https://is.gd/BC_OER_Fellows_FOL16 Underscores!
Notes de l'éditeur
- Grade distribution in class overall: A: 35% B: 37% C: 15%
- 200-400 = 44% 400-600 = 28% 200-600 = 71.8% 400-800 = 41.3% Mostly students in sciences; I wonder if many of them read this wrong and thought per semester. College board says $1200 per year is average. These were also mostly 1st year students.
- Bought off campus: 67% Downloaded from internet (w/o paying): 12% Rented: 12%
- Didn’t buy: Never: 43.8 Rarely: 18.2 Sometimes or higher: 38% Rarely or higher: 56.2 Rarely or higher: 56.2% Diff section Never: 76% Rarely: 12% sometimes or higher: 12%
- “having it customized to our course made the readings seem more useful and less overwhelming, as we knew exactly what information to draw from the assigned readings.” “Education should be easily accessible and certain students should not be unable to get better grades just because they couldn't afford the textbook.” “Some people will use it some people won't but the fact that it is free and available for everyone, I believe, encourages people to use it. You can either print it out or have it online and that diversity in choice is great for different demographics of students.”
- Same or better: 95% Agree strongly or somewhat: 16% Disagree strongly or somewhat: 67% “Purchasing a textbook for this course is simply not needed. I feel that purchasing a textbook would be a waste of money as we were only required to read short portions of the book each week. Thus obtaining the entire book would be a waste of space and trees.” “This textbook only included relevant information. This is 100x better than sifting through a normal 300+ page textbook. Accessible anytime and extremely helpful - as I am disabled and unable to lift a heavy book.” “The online textbook was more tailored to our readings, easily accessible online, not heavy, and costed no extra money!”
- Textbook behaviours, impact of textbook costs on educational choices, how they interact with their OT, what features they most care about, perception of quality
- Level 0 – Replace At this level faculty engage in no remixing whatsoever. They simply adopt OER (most often an open textbook) in place of a commercial textbook and preserve other aspects of the course as they taught it previously. I hypothesize no changes in student outcomes when faculty Replace – except possibly in one special case. In the case of students who are particularly financially disadvantaged, where faculty were previously assigning very expensive textbooks, there may be a small positive effect attributable to the increased percentage of students who can access the core instructional materials of the course. Level 1 – Realign At this level faculty remix their open course materials. In my work to date, this has most often involved faculty stripping a course’s content down to its bare learning outcomes, and then selecting the OER from multiple sources that they feel will best support student learning of specific course learning outcomes. I hypothesize small to modest positive changes in student outcomes when faculty Realign. Level 2 – Rethink At this level faculty remix both course materials and pedagogy. In conjunction with the Realign activities described above, faculty create or select new learning activities and assessments – possibly inviting students to co-create and openly share them – often leveraging the unique pedagogical possibilities provided by the 5R permissions of OER. (This is what I refer to as open pedagogy.) I hypothesize modest to large positive changes in student outcomes when faculty Rethink.