Faculty and Instructor Perceptions of Open Educational Resources in Engineering

Leachman, Chelsea; Williamson, Evan; Anderson, Talea; Gaines, Annie

doi:10.1080/02763877.2017.1355768

Cited by 19 publications

(17 citation statements)

References 18 publications

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“…This indicates that the term is generally part of the vocabulary understood by mechanics educators and indicates a fairly high level of "knowledge" in the community as defined in the innovation-decision process of the Diffusion of Innovation model (Rogers 2003). This is also much higher than the 41% awareness reported by Anderson et al (2017) for engineering faculty in general. While it is hard to provide definitive answers as to why this difference may exist, it could be due to the lack of OER resources in higher level courses causing lower awareness in higher level subjects, or that the faculty teaching introductory mechanics courses are more cognizant of OER since these courses are taught alongside courses such as math, chemistry, and physics where OER is most prevalent.…”

Section: Knowledge Of Oermentioning

confidence: 61%

“…When examining the effects of OER in engineering education specifically, we find more limited research and resources. As librarians seeking to increase the use of OERs at two western US institutions, Anderson et al (2017) found that "few resources existed for specialized upperdivision engineering courses." In a survey of engineering faculty reported in the same study, the authors observed that 59% of the faculty interviewed had little or no familiarity with OER.…”

Section: Oer In Engineering Educationmentioning

confidence: 99%

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Current Usage Patterns of Open Educational Resources in the Engineering Mechanics Classroom and Barriers to Adoption

Moore

Reinsfelder

2020

ISTL

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Open Educational Resources (OER) represent a small but growing portion of the educational resources market, but the use of OER in engineering is limited. This study seeks to identify the current adoption patterns of OER in engineering mechanics courses and to identify barriers to adoption. Research questions are examined through the lens of Rodgers’ “Diffusion of Innovation” model. A survey of mechanics instructors across the United States, combined with publicly available data from university websites, helped identify instructor practices and opinions regarding OER. During the 2017-2018 academic year, widespread OER usage was found at only a handful of institutions. However, knowledge of OER among mechanics instructors was high, and many instructors reported an interest in OER for their courses. A lack of quality OER content for engineering mechanics courses seems to be the primary barrier to more widespread adoption.

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Section: Knowledge Of Oermentioning

confidence: 61%

Section: Oer In Engineering Educationmentioning

confidence: 99%

Current Usage Patterns of Open Educational Resources in the Engineering Mechanics Classroom and Barriers to Adoption

Moore

Reinsfelder

2020

ISTL

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“…A large amount of research exists that explores factors that might motivate faculty to adopt OER and factors that might present challenges (Algers & Silva-Fletcher, 2015;Anderson et al, 2017). The literature shows that faculty are motivated to adopt OER in order to cut costs for students and to enhance educational equity (Belikov & Bodily, 2016) as well as to pursue pedagogical freedom (Dermody, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

Tillinghast¹

2020

ije

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There is a growing trend in higher education to explore the various benefits of Open Educational Resources. This applies not only to the cost benefits, but also to potential pedagogical benefits as well. This study explores the process of developing and implementing an Open Educational Resource for an undergraduate course and experimenting with OERenabled pedagogy. Interview data provide an account of this process, outlining challenges and highlighting insights, which might prove useful for other professionals contemplating the move toward developing Open Educational Resources. Interview data are also organized using the Unified Theory of Acceptance and Use of Technology constructs pertaining to attitude, performance expectancy, effort expectancy, social influence, technology self-efficacy, and facilitating conditions. A qualitative interpretive approach was then used to analyze the data. Analysis indicates that most of the constructs can strongly influence faculty to adopt Open Educational Resources but that "social influence" has no effect on adoption. Findings also include reflections on OER-enabled pedagogy as it was applied in the course. These findings indicate that OER-enabled pedagogy has the potential for increasing student engagement, though this potential has not yet been realized. Finally, findings provide an outline of recommendations that might guide others when considering developing and implementing Open Educational Resources.

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Section: Literature Reviewmentioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Faculty and Instructor Perceptions of Open Educational Resources in Engineering

Cited by 19 publications

References 18 publications

Current Usage Patterns of Open Educational Resources in the Engineering Mechanics Classroom and Barriers to Adoption

Current Usage Patterns of Open Educational Resources in the Engineering Mechanics Classroom and Barriers to Adoption

Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

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