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Abstract
<p class="3">Research indicates that students find open educational resources (OER) favorable, but there is no research regarding students’ perceptions of faculty who use open textbooks. In the present study we examined this topic experimentally with two undergraduate psychology courses at a small public university. Participants read two passages—one about an instructor using an open textbook and another using a traditional copyrighted textbook—and rated each instructor on a range of characteristics through closed- and open-ended questions. Participants rated faculty using an open textbook higher on kindness, encouragement, and creativity than faculty using a traditional copyrighted textbook, and were more likely to want to take a class with faculty using an open textbook. Participants frequently mentioned textbook cost in their justifications.</p>
Highlights
Current research on the topic of open educational resources (OER) in higher education is in its roots, in part because OER are relatively new in education
Much of the research to date focuses on the efficacy and cost savings of OER, or the attitudes students and faculty have towards these materials (e.g., Bliss, Hilton, Wiley, & Thanos, 2013; Bliss, Robinson, Hilton, & Wiley, 2013; Hilton, Gaudet, Clark, Robinson, & Wiley, 2013; Hilton, Robinson, Wiley, & Ackerman, 2014; Lindshield & Adhikari, 2013)
Twenty-three participants read short passages about two college faculty members—one open textbook-user and one traditional textbook-user—and rated them on several characteristics: kindness, knowledgeability, enthusiasm, patience, encouragement, and creativity, and how likely they are to want to take a course with each professor
Summary
Current research on the topic of open educational resources (OER) in higher education is in its roots, in part because OER are relatively new in education. The term OER was only adopted by UNESCO in 2002 at a forum on the Impact of Open Courseware for Higher Education in Developing Countries (Johnstone, 2005). Research has not addressed, in depth, students’ attitudes toward the faculty who use open materials. The purpose of the present study is to bridge this gap in the literature by conducting an experiment on how students perceive college faculty who use open materials
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