California Community College Faculty Motivation and Reflection on Open Textbook Adoption
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Motivation & Reflections on Open Textbook Adoption Faculty Interviews with thirteen community college instructors Una Daly, Curriculum Design & College Outreach Open Education Consortium Unless otherwise indicated, this presentation is licensed CC-BY 4.0
Transcript of California Community College Faculty Motivation and Reflection on Open Textbook Adoption
Motivation & Reflections on
Open Textbook Adoption
Faculty Interviews with thirteen
community college instructors
Una Daly, Curriculum Design & College Outreach
Open Education Consortium
Unless otherwise indicated, this presentation is licensed CC-BY 4.0
Context
• California state funds the three public
higher education systems to review open
textbooks for the top 50 courses to
promote use of OER and reduce costs.
– Signed into law in September 2012
– Funding secured December 2013
California
Open Textbook Project
• CA OER Council
– Review open textbooks for top 50 college
courses
– Promote faculty adoption
• COOL4Ed Library
– Curated list of open textbooks
– Faculty OER adoption showcases
Faculty Showcase Goals
• Increase awareness of OER usage
• Provide case studies of working models
including textbook, syllabi, assignments,
and assessments.
• Recognize faculty who have adopted
Interview Methodology
• Faculty referrals
• Online surveys or phone interviews
• Questions
– 1. open textbook selection
– 2. teaching and learning impacts
– 3. oer adoption process & feedback
Community Colleges
• Public two-year colleges
– Transfer curriculum to 4-year universities
– Workforce certificate programs
– Basic skills/remedial coursework
Faculty InterviewsMar 2015- Jan 2015
• Biology
• Chemistry
• Economics
• Education
• History
• Math
• Public Speaking
• Statistics
• Sociology
• 13 faculty
• 11 colleges
• Student Enrollments
– Avg: 14,500
– Median: 16,300
– Smallest: 2458
– Largest: 23,000
• Semi-rural: 46 %
• Suburban : 54 %
• Urban: 0%
Sociology
Chemistry
Faculty OER Showcases
Student Demographics
• Non-majors: 90%
• Working students: many
• Remediation: reading/writing primarily
but math skills as well
• First generation college: many
Finding 1
• Faculty Motivation
– Make affordable, accessible – 100%
– Enhanced pedagogy & learning – 60 %
– Customization – 40 %
– Adaptation – 100 %
Image: faculty meeting fun by alex ragone, cc-by-nc-sa
Finding 2
• How textbook was found?
– OER Pilot – 40%
– Colleagues – 23%
– Author – 23%
– Independent Search – 14%
Image: Card catalog, licensed by reeding lessons CC-BY-NC-SA
Finding 3
• Teaching Impact
– No curricular changes – 100%
– More faculty collaboration – 53%
– Expanded instructional materials – 100%
Image: Engineering Expo 10, licensed by Westpoing CC-BY-NC-ND
Finding 4
• Student Impacts
– Outcomes at least as good – 100%
– Outcomes improved – 25%
– Independent learning improved – 25%
– Retention improved – 15%
Image: Graduation by besighyawn, CC-BY-NC 3.0
Finding 5
• Student Feedback
– Cost reduction welcome – 100%
– Print copies needed – 20-50 %
Image: Nursing Students by besighyawn, CC-BY-NC 3.0
Finding 6
• Campus support
– Bookstore prints or sells OER - < 50%
– Library involvement < 50 %
– Curriculum committees involved
Image: American Library Collection Area at Wikimedia released into public domain
Customization
Dr. Anne Marenco, Sociology Department College of the Canyons, http://cool4ed.org
Open Pedagogy
Dr. Brent Riffel, History Department College of the Canyon http://cool4ed.org
Collaboration & Partnerships
Dr. Barbara Illowsky, Mathematics Department, De Anza Collegehttp://cool4ed.org
Department Adoptions
Roy Shahbazian, Mathematics Department Santa Ana Collegehttp://cool4ed.org
Recent Community College
Research
• Washington State Community & Technical
Colleges (SBCTC) Qualitative Faculty
Research
• OER Research Hub
SBCTC Qualitative Faculty
Research
• Faculty Motivation– Make education more accessible **
– Pedagogical freedom enabled with OER **
• Benefits of OER– Cost savings **
– Enhanced instructional responsiveness **
– Faculty Reflection
– Expanded materials **
– Convenience **
Boyoung Chae & Mark Jenkins, SBC Qualitative Faculty Research,
2015, http://goo.gl/dERBtX
OER impact on teaching practicehttp://oerresearchhub.org
6%
13%
14%
14%
16%
18%
19%
21%
22%
23%
3%
5%
1%
3%
4%
2%
2%
2%
2%
2%
0% 20% 40% 60% 80% 100%
I make use of a wider range of multimedia
I reflect more on the way that I teach
I have broadened my coverage of the curriculum
I now use OER study to develop my teaching
I have improved ICT skills
I more frequently compare my own teaching with others
I have a more up-to-date knowledge of my subject area
I use a broader range of teaching and learning methods
I collaborate more with colleagues
I make more use of culturally diverse resources
strongly agree– agree– neither agree nor disagree– disagree– strongly disagree–
Perceptions of OER impact on learnershttp://oerresearchhub.org
8.5%
8.6%
8.7%
11.5%
11.8%
12.3%
14.3%
15.2%
15.2%
15.4%
15.5%
17.1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
... increases learners' interest in the subjects taught
... builds learners' confidence
... allows me to better accommodate diverse learners' needs
... increases learner collaboration and/or peer-support
... increases learners’ enthusiasm for future study
... increases learners' participation in class discussions
... increases learners' satisfaction with the learning experience
... leads to improved student grades
... increases learners' engagement with lesson content
... develops learner independence and self-reliance
... leads to learner interest in a wider range of subjects
... increases learners' experimentation with ways of learning
Strongly agree Agree Neutral Disagree Strongly disagree
Conclusions
• OER usage can support:
– Instructor customization and student
engagement
– Collaboration which brings in other
expertise/partners
– Active and independent learning
– Reduced costs
– Department-wide adoptions
