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Effects of open textbook adoption on teachers’ open practices
Mason, Stacie and Kimmons, Royce

PublishedJuly 2018
JournalThe International Review of Research in Open and Distributed Learning
Volume 19, Issue 3, Pages 128-150
PublisherAthabasca, University
CountryUnited States, North America

ABSTRACT
The purpose of this qualitative study was to understand whether certain theoretical benefits that open educational resources (OER) might have on teacher practice were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.

Keywords educational practices · OER · open education · Open Educational Resources · open pedagogies · textbooks

Published atAthabasca, AB
ISSN1492-3831
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.19173/irrodl.v19i3.3517
URLhttp://www.irrodl.org/index.php/irrodl/article/view/3517
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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