Open Textbooks at Oregon State University: A Case Study of New Opportunities for Academic Libraries and University Presses

Sutton, Shan; Chadwell, Faye A.

doi:10.7710/2162-3309.1174

Cited by 17 publications

(17 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To combat this, there are multiple initiatives aimed at replacing textbooks with open/alternative educational resources (OAERs) at the institutional (Bell 2012;Billings et al 2012;Oberlander 2015;Sutton and Chadwell 2014) and system levels (Caswell 2012). There are also a number of more focused initiatives/projects that have replaced textbooks in a course or similar courses (Bliss et al 2013a(Bliss et al , 2013bFeldstein et al 2012;Hilton et al 2013;Morris-Babb and Henderson 2011;Petrides 2011;Watson, Clouser, and Domizi 2014).…”

Section: Introductionmentioning

confidence: 99%

University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

Delimont

Turtle

Bennett

et al. 2016

Research in Learning Technology

View full text Add to dashboard Cite

This is contribution no. 16-114-J from the Kansas Agricultural Experiment Station.The Kansas State University Open/Alternative Textbook Initiative provides grants to faculty members to replace textbooks with open/alternative educational resources (OAERs) that are available at no cost to students. Open educational resources are available for anyone to access, while alternative educational resources are not open. The objective of this study was to determine the perceptions towards OAERs and the initiative, of students enrolled in, and faculty members teaching, courses using OAERs. A survey was sent out to 2,074 students in 13 courses using the OAERs. A total of 524 (25.3%) students completed the survey and a faculty member from each of the 13 courses using OAERs was interviewed. Students rated the OAERs as good quality, preferred using them instead of buying textbooks for their courses, and agreed that they would like OAERs used in other courses. Faculty felt that student learning was somewhat better and it was somewhat easier to teach using OAERs than when they used the traditional textbooks. Nearly all faculty members preferred teaching with OAERs and planned to continue to do so after the funding period. These results, combined with the tremendous savings to students, support the continued funding of the initiative and similar approaches at other institutions.

show abstract

Section: Introductionmentioning

confidence: 99%

University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

Delimont

Turtle

Bennett

et al. 2016

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…By reviewing the relevant literature [9]- [16], [18]- [21], we have assembled the best practices proposed to ensure the cooperation of the Greek academic librarians with the Academic Community in Greece regarding OER.…”

Section: Best Practicesmentioning

confidence: 99%

Best collaborative practices for advocacy and promotion of Open Educational Resources

Koutsileou¹,

Anastasopoulou²,

Christaki³

et al. 2019

JIIM

View full text Add to dashboard Cite

Purpose – The present study, after reviewing the relevant literature and the recent trends that became evident from the Open Education Global Conference 2018 (and other similar fora), documents the best practices to be adopted by the Greek academic libraries, in order to support the OER actions in Higher Education by making the Academic Community aware of the culture of OER adoption/use. Design/methodology/approach – It emerged from the analysis of the empirical results of a relevant research conducted among faculty of Greek Universities. The research inquired into the support/guidance that academic libraries offer to the faculty of their institutions for: a. adopting/using Open Educational Resources (OER), b. creating OER and c. OER intellectual property (copyright). Findings – The results of the research showed that most of the faculty does not consider academic libraries much supportive of them in any of the three areas investigated -as opposed to what occurs in Europe and internationally. Originality/value – The practices documented could: a. gain advantage from the existing library infrastructure and enhance the know-how and digital competence of librarians in the following areas: OER location, intellectual property (copyright), metadata and quality assurance, institutional repositories (storage and preservation), b. support faculty and students in cultivating their digital skills and thus achieving “OER Literacy”.

show abstract

“…Research studies have suggested that educators' perceptions shape whether or not to adopt OER materials (Ganapathy, Wei, & Jong, 2015). Yet, the awareness of OER is not sufficient for educators to include OER in their teaching process, and the educational administration and institutional policies play significant roles in OER adoption (Sutton & Chadwell, 2014). There have been many case studies of adoption of OER materials in the literature, and each case study has its unique research questions.…”

Section: Related Workmentioning

confidence: 99%

Adoption of open educational resources (OER) textbook for an introductory information systems course

Wang

2017

Open Learning: The Journal of Open, Distance and e-Learning

View full text Add to dashboard Cite

Open educational resources (OER) can make educational resources widely available to all students and educators for free; however, OER are still untried in many academic programmes in higher education. This article reports a case of adoption of an open access textbook for an introductory information systems course and discusses the process and suggestions of adoption of an OER textbook based upon the authors' own experience. The study indicates that the process of adoption of an open access textbook demands more intellectual work on the instructors' side in comparison with the adoption of a new commercial textbook. The study suggests that discipline-based communities of practice (CoP) can ease the workload problem in the process of adopting OER textbooks. The findings are important in encouraging the OER community to shift from project-based OER textbook development to discipline-based CoP for effective OER textbook adoption.

show abstract

Open Textbooks at Oregon State University: A Case Study of New Opportunities for Academic Libraries and University Presses

Cited by 17 publications

References 3 publications

University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

Best collaborative practices for advocacy and promotion of Open Educational Resources

Adoption of open educational resources (OER) textbook for an introductory information systems course

Contact Info

Product

Resources

About