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OER quality and adaptation in K-12: Comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks
Kimmons, Royce

PublishedSeptember 2015
Type of workSpecial Issue: OER and MOOCs
JournalInternational Review of Research in Open & Distance Learning
Volume 16, Issue 5, Pages 39-57
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
Conducted in conjunction with an institute on open textbook adaptation, this study compares textbook evaluations from practicing K-12 classroom teachers (n = 30) on three different types of textbooks utilized in their contexts: copyright-restricted, open, and open/adapted. Copyrightrestricted textbooks consisted of those textbooks already in use by the teachers in their classrooms prior to the institute, open textbooks included alternatives from CK-12 and OpenStax, and open/adapted consisted of open textbooks that the teachers devoted time to adapting to their individual needs. Results indicate that open/adapted textbooks were evaluated as having the highest quality and that open textbooks were of higher quality than copyright-restricted textbooks. Though some factors of quality might be influenced by cost differences (e.g., timeliness and the ability to adopt updated textbooks), results reveal that open and open/adapted textbooks may do a better job of meeting the needs of K-12 teachers in a variety of ways that may not be captured through traditional approaches to quality assurance. This study marks an early step in exploring the quality of K-12 open educational resources (OER) and the use of practicing teachers as authentic evaluators of textbooks for their local contexts.

Keywords K-12 · OER · OER quality · open education · open textbooks · professional development · quality assurance

Published atAthabasca, Alberta
ISSN1492-3831
Accession number110550261
RefereedYes
Rightsby-sa/4.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/2341/3405
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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