Résumés
Abstract
Since the launch of the BC Open Textbook Project in 2012, the adoption of open textbooks has steadily grown within public post-secondary institutions in British Columbia, Canada. An analysis of adoption records over a five-year period reveals that open textbooks have been adopted across all types of institutions, including research universities, teaching universities, colleges, and institutes, and across a diverse set of disciplines, with the largest numbers in the sciences and social sciences. In this report we identify, describe, and illustrate eight distinct patterns of open textbook adoption. These are: stealth adoption, adoption by infection, committee adoption, sanctioned exceptional adoption, course developer adoption, infection by inter-institutional carrier, creation and adoption, and lone adoption. While these patterns are not intended to be exhaustive, we hope that identifying these patterns provides a useful framework for campus leaders to (a) understand how adoptions occur in their own contexts, (b) identify ways to support further adoptions, (c) recognize that there are multiple ways, and no single path, to supporting the adoption of educational innovations at their institutions, and (d) foster the embrace of wider open educational practices.
Keywords:
- open educational resources,
- open textbooks,
- higher education,
- British Columbia,
- Canada
Parties annexes
Bibliography
- Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/teachinginadigitalage/
- BCcampus. (2017). Open textbook stats. Retrieved from https://open.bccampus.ca/open-textbook-stats/
- BCcampus. (n.d.) The project. Retrieved from https://open.bccampus.ca/the-project/
- Designing with OER (DOER) Fellows. (n.d.). Retrieved from https://openedgroup.org/doer-fellowship
- Hendricks, C., Reinsberg, S., & Rieger, G. (2017). The adoption of an open textbook in a large Physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Research in Open and Distributed Learning, 18(4). doi: 10.19173/irrodl.v18i4.3006
- Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573-590. doi: 10.1007/s11423-016-9434-9
- Jhangiani, R. S., Dastur, F. N., LeGrand, R., & Penner, K. (in press). As good or better than commercial textbooks: Students' perceptions and outcomes from using open digital and open print textbooks. The Canadian Journal for the Scholarship of Teaching and Learning.
- Jhangiani, R. S., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. The International Review of Research in Open and Distributed Learning, 18(4). doi: 10.19173/irrodl.v18i4.3012
- Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring the use of open educational resources at BC post-secondary institutions. Victoria, BC: BCcampus.
- Price, P. C., Jhangiani, R. S., & Chiang, I. A. (2015). Research methods in psychology: Core concepts and skills (2nd Canadian ed.). Vancouver, BC: BCcampus. Retrieved from https://opentextbc.ca/researchmethods/
- Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. doi: 10.3102%2F00346543075003417
- Wiley, D., Bliss, T. J., & McEwen, M. (2014). Open educational resources: A review of the literature. In J. M. Spector, M. D., Merrill, J. Elen, & M. J. Bishop. (Eds.), Handbook of research on educational communications and technology (pp. 781-789). New York: Springer.