Opening World Regional Geography: A Case Study

Caitlin Finlayson

Abstract


A growing body of research has demonstrated that open educational resources (OER) provide an opportunity for improvements in learning outcomes compared to traditional texts. This project builds on the Open Education Group’s COUP framework to explore student and faculty use and perceptions of an open education World Regional Geography textbook. World Regional Geography is a lower-level course that is typically taught using traditional methods and with an emphasis on breadth over depth. As this case study explores, however, the creation and use of OER has provided an opportunity to completely reconfigure the course using a flipped classroom approach. Further, this study finds a statistically significant difference in student perception of OER before and after using the open course textbook, a significant difference in how often students read the book, and an overall positive response from students. Shifting to an open textbook has thus transformed and revitalized the class both from a student and an instructor perspective.


Keywords


open educational resources; geography; open textbooks

Full Text:

HTML PDF XML

References


American Association of Geographers (n.d.) Diversity and Inclusion. Retrieved from http://www.aag.org/cs/programs/diversity

Atkins, D., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. Retrieved from http://hewlett.org/wp-content/uploads/2016/08/ReviewoftheOERMovement.pdf

Bliss, T. J., Hilton III, J., Wiley, D., & Thanos, K. (2013). The cost and quality of online open textbooks: Perceptions of community college faculty and students. First Monday, 18(1). https://doi.org/10.5210/fm.v18i1.3972

Burchfield, C.M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psychology, 27, 58-60. Retrieved from https://psycnet.apa.org/record/2000-07173-017

Chikuni, P. R., Cox, G., & Czerniewicz, L. (2019). Exploring the Institutional OER Policy Landscape in South Africa: Dominant Discourses and Assumptions. International Journal of Education and Development using Information and Communication Technology, 15(4), 165-179. Retrieved from https://files.eric.ed.gov/fulltext/EJ1239627.pdf

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum. https://doi.org/10.4324/9780203771587

Clump, M. A., Bauer, H., & Bradley, C. (2004). The Extent to which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum. Journal of Instructional Psychology, 31(3). Retrieved from https://eric.ed.gov/?id=EJ774105

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning: IRRODL, 18(5), 15-34. https://doi.org/10.19173/irrodl.v18i5.3096

Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143. https://doi.org/10.5944/openpraxis.10.2.825

Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton III, J., & Wiley, D. (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E-Learning, 15(2). Retrieved from https://eric.ed.gov/?id=EJ992490

Florida Virtual Campus (2012). 2012 Florida student textbook survey. Tallahassee. Retrieved from https://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf

Government Accountability Office (GAO) (2013). College Textbooks: Students Have Greater Access to Textbook Information. Washington, D.C. Retrieved from https://www.gao.gov/assets/660/655066.pdf

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 55(4), 3-13.

Hendricks, C., Reinsberg, S. A., & Rieger, G. W. (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). https://doi.org/10.19173/irrodl.v18i4.3006

Hewlett Foundation (2020). Open educational resources. Retrieved from https://hewlett.org/strategy/open-educational-resources/

Hilton III, J. L., Gaudet, D., Clark, P., Robinson, J., & Wiley, D. (2013). The adoption of open educational resources by one community college math department. The International Review of Research in Open and Distributed Learning, 14(4). https://doi.org/10.19173/irrodl.v14i4.1523

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. https://doi.org/10.1007/s11423-016-9434-9

Hilton, J. (2019a). Recent Research on OER. Presented at OpenEd 2019, Phoenix, AZ.

Hilton, J. (2019b). Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Educational Technology Research and Development, 68, 1-24. https://doi.org/10.1007/s11423-019-09700-4

Illowsky, B., Hilton III, J., Whiting, J., & Ackerman, J. (2016). Examining student perception of an open statistics book. Open Praxis, 8(3), 265-276. https://doi.org/10.5944/openpraxis.8.3.304

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). https://doi.org/10.19173/irrodl.v18i4.3012

Lovett, M., Meyer, O., & Thille, C. (2008). JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning. Journal of Interactive Media in Education, 2008(1), Art. 13. http://doi.org/10.5334/2008-14

Michaelsen, L. K., Knight, A., & Fink, L. D. (2002). Team-based learning: A transformative use of small groups. Westport, CT: Praeger.

National Association of College Stores (NACS) (2014). College Students Still Prefer Print Textbooks to Digital. Retrieved from https://www.nacs.org/advocacynewsmedia/pressreleases/collegestudentsstillpreferprinttextbookstodigital.aspx

Navarrete, R., & Luján-Mora, S. (2018). Bridging the accessibility gap in Open Educational Resources. Universal Access in the Information Society, 17(4), 755-774. https://doi.org/10.1007/s10209-017-0529-9

Open Education Group (n.d.). The COUP framework. Retrieved from https://openedgroup.org/coup

Pawlyshyn, N., Braddlee, D., Casper, L., & Miller, H. (2013). Adopting OER: A case study of crossinstitutional collaboration and innovation. Educause Review. Retrieved from https://er.educause.edu/articles/2013/11/adopting-oer-a-case-study-of-crossinstitutional-collaboration-and-innovation

Seaman, J., & Seaman, J. (2018). Freeing the Textbook: Educational Resources in U.S. Higher Education, 2018. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/oer.html

Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58-78. https://doi.org/10.1111/ejed.12019

University of Mary Washington (2019). 2018-2019 Common Data Set. Retrieved from https://academics.umw.edu/iae/institutional-research-2/common-data-sets-ms-excel-files/common-data-set-2/

U.S. Bureau of Labor Statistics. (2016, September 12). Consumer price index—all urban consumers: College textbooks. Retrieved from http://www.bls.gov/data/

Warne, R. T. (2018). Statistics for the Social Sciences. New York: Cambridge University Press. https://doi.org/10.1017/9781316442715

Weller, M., De los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7(4), 351-361. http://dx.doi.org/10.5944/openpraxis.7.4.227

Wiley, D., Hilton III, J. L., Ellington, S., & Hall, T. (2012). A preliminary examination of the cost savings and learning impacts of using open textbooks in middle and high school science classes. The International Review of Research in Open and Distributed Learning, 13(3), 262-276. https://doi.org/10.19173/irrodl.v13i3.1153

Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601




DOI: http://dx.doi.org/10.5944/openpraxis.12.2.1087

Refbacks

  • There are currently no refbacks.