Open Educational Resources (OER) Survey Presentation: Dr. Amanda Kin

SURVEY OF THE PREVALENCE OF OER IN THE SOUTHEAST JIM PURCELL, AMANDA KIN, RON LEONARD, HEATHER WIETLISBACH

VIRTUAL PRESENTATION • Link to Virtual Presentation • https://jeffersonstate.tegrity.com/#/recording/40 1f068b-3f80-4e03-acbbf930a21cbce5?playbackToken=2YLDJ4TWE5ALX • YouTube Video of Virtual Presentation

OVERVIEW • Survey developed by Alabama Commission on Higher Education and Jefferson State Community College Staff • Draft shared with State Higher Education Executive Officers • Administered Online with Scantron’s Class Climate survey software in August and September 2017

OER USE AT YOUR INSTITUTION Institutions that reported use of OER an estimated savings of:

$1,248,200 6,548 students saved, on average, $190

Institutional Survey Respondents by State, n=85 Louisiana 1% South Carolina 22%

Kentucky Tennesse 5% 3%

West Virginia 7% Mississippi 8%

Virginia 8% Alabama 18%

Arkansas 15%

Oklahoma 13%

Type of Institutions

Public 2-year, 41%

Private not-for-profit, 4-year and above, 9% Public 4-year and above, 48%

Private for-profit, 4year or above, 1% Private for-profit, 2year, 1%

OER use at your Institution College Used an Open Education Resource to replace a print textbook in any Course

No 47%

Yes 53%

OER use at Your Institution College Used an Open Education Resource to replace a print textbook in any Course (Percent Indicating “Yes”)

Private

22

Public 2-year

56

Public 4-year and above

59

0

10

20

30

40

50

60

70

OER use at your Institution If Yes, Years Using OER

1-3 years, 2, 20%

Less than 1 year, 40%

5 or more years, 40%

Less than 1 year

1-3 years

5 or more years

OER use at your Institution Di d Fa cu l t y me mb e r(s ) u s e a n e x i s tin g Op e n E d ucat ion R e s o u rce o r d i d t h e y cre a t e t h e ir o wn ma t e rial fro m s cr a t ch?

Existing OER, 10%

A combination of both, 90%

Note that none of the scratch

Existing OER A combination both respondents said they createdoftheir

own OER from

n=10

OER USE AT YOUR INSTITUTION COURSES WHERE OER UTILIZED General Education • English Composition I (2) • English Composition II • Survey of Early English Literature • Survey of Early American Literature • Relational Communication • Modern US History • Social Statistics

(2)

• Intro to Sociology (2) • Intro to Psychology • World Geography Agriculture Meat Science Poultry Products Technology

Science Elements of Physics, PHYS 221-222 Organismal & Ecological Biology Statistics in Applied Fields Physics for Engineers Computer Solution of Engineering Problems (2) Human Anatomy and Physiology (lecture) Human Anatomy and Physiology (lab) General Genetics Cell & Molecular Biology Immunology Biochemistry (2) Introduction to Information Systems Food Science Technical Program Menu Design Sanitation Restaurant Management Nutrition Controlling Food Cost

OER use at your Institution Incentives Used to Convince Faculty to use OER

Financial Grant, 50%

Other, 20%

No Incentive, 30%

Outside grant to compensate for the time required to find, develop and adapt the materials.

Combination: Grants (for initial course development for some of the faculty now using OER) and no additional compensation or incentives at all other than intrinsic desire to reduce costs for students and provide most relevant course instructional materials possible.

Examples of feedback received from faculty and/or students about Open Education Resources?

Faculty • The [former] text was not very useful. It was much better to provide students with resources via our website.

• The textbook was overpriced. We provide a lot of information ourselves. We were not using homework from the textbook so that part was not necessary.

• Students in 300-level and 400-level courses [in specific discipline] have a preference for course textbooks; not attempted to develop OER for this course level for this reason.

Examples of feedback received from faculty and/or students about Open Education Resources? (cont.)

Faculty • Nobody ever assigns all of the readings from any particular textbook -- so why not use a textbook that an instructor can pick and choose from without worrying that the "unused" material is costing students money?

• Most textbooks for a given course are very similar to one another.

• All students, regardless of income, have access to the readings; this levels the playing field in my class

Examples of feedback you have received from faculty and/or students about Open Education resources?

Students • The required text was not that useful.

• OER is a significant saving of money and readily available material for resources the student and faculty can use to supplement their coursework.

• Overwhelmingly positive, especially for 100-level and 200-level courses.

• Extremely positive about the use and adoption of OERs • Appreciate not having to purchase a text that is out of date and expensive.

Examples of feedback you have received from faculty and/or students about Open Education resources? (cont.)

Students • I appreciated … open textbooks. Many statistics textbooks cost over $100 and are cost-prohibitive, but Dr. X used two open access textbooks that were free and still did a great job at teaching us what we needed to know.

• The relief from the stress of having to purchase expensive books • "I was able to learn more in class ... It saved me so much money, and I appreciate it so much."

Examples of feedback you have received from faculty and/or students about Open Education resources?

First Year Hopes Too early for feedback but University administration, faculty and students believe this is great help especially for students who do not have enough resources for their education.

If Campus is not currently use Open Education Resources, is it considering using OER in the future?

No 28%

Yes 72%

Perceived as obstacles or challenges in implementing Open Education Resources on campus Faculty buy-in

76.5

No faculty resources (grade books, test banks, etc...)

44

No knowledge of what OER is

36.5

Concerns from current bookstore

35.3

Lack of structure and consistency

34.1

Administrative Buy-in

25.9 0

10

20

30

40

50

60

70

80

90

Other obstacles or challenges you face in implementing OER Lack of Support for Faculty Release Time • Our faculty and instructional designers recognize that to maintain quality, the new text/content must be properly designed into the course. This takes time and effort that adds to their existing workload. Financial and non-financial incentives (awards, credit towards tenure and promotion, etc.) would go a long way towards building acceptance. • The lack of ancillary materials for some open textbooks is often sited by faculty as a barrier to adoption. Reliance on third party/publisher homework systems may also pose a challenge.

Other obstacles or challenges you face in implementing OER (cont.)

Lack of Support for Faculty Release Time • Entrenched traditional teaching and learning culture and mindset

• Lack of availability for some courses/subject areas - Lack of online resources – test banks, etc. - Time to rewrite lectures/syllabi/exams, etc.

• Amount of faculty time required to develop and keep current OER. • Resources to create and faculty/library energy to take on the project.

Examples of feedback you have received from faculty and/or students about Open Education resources?

Need for Professional Development • Not enough information available generally about available courses or time and effort it takes to develop OER courses.

• No on-going discussions about OER

• Faculty who have become OER early adopters agree faculty development is necessary. Development opportunities that address best practices using OER for course instructional materials.

• Some knowledge and great interest by faculty coupled with concerns about "how to get started." Student preference--a lot of students still like to read a book. Internet access is a limitation as well.

Examples of feedback you have received from faculty and/or students about Open Education resources? (cont.)

Other Issues • Loss of auxiliary income • Student preference--a lot of students still like to read a book.

Internet access is a limitation as well.

• Technological limitations with some faculty • The initial pilot trial was not very positive from both students and faculty • There was a perception among faculty that they would not have administration support. That was easily cleared up. I believe the college as a whole needs to make a commitment to lowering textbook costs and OER is one method to do this.

What your state coordinating board/system office can do to help promote the use of OER

Identify OER repository websites

67

Offer an online and in-person seminar series on best OER practices

65

Organize state-wide instructional meetings by subject to discuss and disseminate OER

56.5

Institute a "library fee" to support an OER initiative

22.4

0

10

20

30

40

50

60

70

80

Summary of Findings • Literature on the topic dominated by case studies of campus implementation. Found that OER holds promise when implemented well. While financially helpful to students, it can also optimize learning. Professional development needed to make the use more prevalent.

• OER exists in about half of the campus surveyed • More likely to be used at public institutions • An average savings of $190 per student on campuses that uses OER

Summary of Findings (cont.)

• Used in a wide range of courses • Lack of awareness and professional development opportunities • Need for administrative support of OER resource development

• State Coordinating/Governing boards could maintain an OER resource listing and provide professional development

Recommendations • Continue to respect “academic freedom.”

• ACHE’s Position: OER implementation is encouraged, but not required.

• Continue to investigate existing and potential use of OER in Alabama.

• Seek speaking opportunities on campuses to introduce it to faculty, administrators, and other stakeholders.

• Provide a series of workshops across the state in 2018. (Yay!)

Recommendations (cont.)

• Seek seed money from the Alabama Legislature to support the implementation of it at higher education institutions.

• Investigate Federal and foundation education grants that may be used to launch programs.

• Identify ways to sustain programs.

• Enhance an existing online clearinghouse on the ACHE website and communicate its availability.

• Identify other alternatives to print textbooks and other educational resources.

CONCLUDING THOUGHTS • OER are a potential solution to the rising cost of textbooks • Consider implementation strategies from the top down and from the bottom up • All implementation strategies would benefit from related professional development • Don’t forget that libraries and librarians may already be poised to assist with OER

AND FINALLY… • Remember you are seeing the final draft • The rough draft is supposed to be rough • Don’t be afraid to explore a topic even if it’s not statistically significant

THOUGHTS? QUESTIONS?

Jim Purcell

Amanda Kin

Ron Leonard

Alabama Commission on Higher Education

Jefferson State Community College

Alabama Commission on Higher Education

Jim.Purcell@ache.alabama.gov

akin@jeffersonstate.edu

Ron.Leonard@ache.alabama.gov

334-242-1998

205-856-7882

334-242-2211