APPENDIX TABLES

Selecting Educational Resources

 

Importance of Factors in Selecting Required Course Material

 

Includes test banks

Familiarity with brand/publisher

Works with my institution’s LMS

Very important

13%

9%

16%

Important

15%

23%

18%

Somewhat important

16%

34%

20%

Not important

55%

34%

46%

 

 

 

 

 

Includes supplemental instructor material

Adaptable/editable

Recommended by other faculty members

Very important

22%

19%

13%

Important

19%

24%

31%

Somewhat important

21%

25%

34%

Not important

38%

32%

21%

 

 

 

 

 

Easy to find

Comprehensive content and activities

Cost to the student

Very important

32%

48%

50%

Important

38%

29%

37%

Somewhat important

19%

12%

11%

Not important

11%

12%

2%

 

 

Importance of Factors in Selecting Required Course Material by Type of Institution

 

Four year

Two Year

Familiarity with brand/publisher

31%

36%

Works with institution’s LMS

30%

49%

Test banks

23%

50%

Recommended by faculty

43%

51%

Adaptable/editable

40%

54%

Supplemental instructor material

36%

61%

Easy to find

68%

76%

Comprehensive

74%

87%

Cost to the student

86%

91%

 

 

Satisfaction with Factors in Selecting Required Course Material

 

Cost to the student

Adaptable/editable

Includes supplemental instructor material

Very satisfied

24%

27%

32%

Satisfied

34%

45%

41%

Somewhat satisfied

27%

21%

20%

Not satisfied

15%

7%

7%

 

 

 

 

 

Includes test banks

Comprehensive content and activities

Recommended by other faculty members

Very satisfied

36%

33%

21%

Satisfied

42%

49%

62%

Somewhat satisfied

16%

15%

15%

Not satisfied

6%

3%

2%

 

 

 

 

 

Works with my institution’s LMS

Easy to find

Familiarity with brand/publisher

Very satisfied

31%

35%

38%

Satisfied

53%

52%

53%

Somewhat satisfied

12%

11%

8%

Not satisfied

5%

1%

1%

 

 

Importance of Cost to Student in Selecting Required Course Material

 

Very important

Important

Overall

50%

37%

 

 

 

Specialized

35%

47%

Baccalaureate

43%

43%

Masters

55%

36%

Doctoral‎/Research

43%

40%

Associates

61%

31%

 

 

 

20,000 and above

48%

40%

10,000 - 19,999

54%

34%

5,000 - 9,999

54%

33%

1,000 - 4,999

44%

41%

Under 1,000

57%

28%

 

 

 

At least 2 but less than 4 years

61%

31%

Four or more years

47%

39%

 


 

Awareness of Open Educational Resources

 

Awareness of Open Educational Resources: 2015-16

Very Aware

Aware

Somewhat Aware

Not Aware

6.6%

18.9%

16.5%

58.1%

 

 

Awareness of Open Educational Resources: 2014-15 and 2015-16

 

Very Aware

Aware

Somewhat Aware

Not Aware

2014-15

5%

15%

14%

66%

2015-16

7%

19%

16%

58%

 

 

Awareness of Licensing of Open Educational Resources

 

Awareness of Licensing: 2015-16

 

 

 

Very Aware

Aware

Somewhat Aware

Unaware

Copyright

42%

39%

16%

4%

Public Domain

28%

38%

26%

7%

Creative Commons

16%

22%

28%

34%

 

 

Awareness of Open Educational Resources and Creative Commons: 2015-16

Very Aware

Aware

Somewhat Aware

Not Aware

5.9%

16.0%

11.9%

66.3%

 

 

Awareness of Open Educational Resources and Creative Commons: 2014-15 and 2015-16

 

Very Aware

Aware

Somewhat Aware

Not Aware

2014-15

5%

12%

10%

74%

2015-16

6%

16%

12%

66%

 

 

Awareness of Open Educational Resources and Creative Commons: 2015-16

 

Very aware

Aware

Four or more years

5%

16%

At least 2 but less than 4 years

10%

17%

 

 

 

Associates

10%

16%

Doctoral‎/Research

4%

16%

Masters

5%

17%

Baccalaureate

6%

16%

Specialized

2%

8%

 

Awareness of Open Educational Resources and Creative Commons: 2015-16

 

Very aware

Aware

Arts and Literature

5%

17%

Business Administration

8%

14%

Computer and Information Science

13%

20%

Education

9%

22%

Engineering

7%

19%

Humanities

9%

16%

Law

7%

7%

Linguistics / Language

8%

18%

Mathematics

10%

22%

Medicine

3%

17%

Natural Sciences

5%

20%

Psychology

8%

18%

Social Sciences

4%

12%

 

 

Awareness of Open Textbooks

 

Awareness of Open Textbooks: 2015-16

Very aware

6.9%

Aware

12.2%

Somewhat aware

15.2%

Not aware

65.7%

 

Awareness of Open Textbooks and Creative Commons: 2015-16

Very aware

6.3%

Aware

10.3%

Somewhat aware

12.8%

Not aware

70.6%

 

 

Educational Resource Decision Process

 

Faculty Actions That Impact Required Course Materials

Created a new course

48%

Substantially modified an existing course

65%

Changed required course materials

74%

 

 

Created new course and modified existing course

37%

Created new course and changed required material

40%

Modified existing course and changed required material

54%

 

 

Created new course, modified existing course and selected new required material

33%

 

 

None of the above

10%

 

 

Proportion of Faculty Selecting Required Course Materials

Total

90%

 

 

Part-time

81%

Full-time

93%

 

 

Tenured

92%

Not tenured

93%

Not tenure track

89%

 

 

Teach Online

97%

 

 

Teach Blended

97%

 

 

Proportion of Faculty Selecting Required Course Materials by Institutional Characteristics

20,000 and above

89%

10,000 - 19,999

91%

5,000 - 9,999

92%

1,000 - 4,999

88%

Under 1,000

91%

 

 

Specialized

85%

Baccalaureate

93%

Masters

91%

Doctoral‎/Research

90%

Associates

90%

 

 

Two years

88%

Four or more years

90%

 

 

Type of Course with Largest Enrollment for New Required Materials

A new course

23.2%

A substantially modified course

42.6%

A course with new required materials

34.2%

 

 

Level of Course with Largest Enrollment for New Required Materials

Undergraduate

76.9%

Graduate

20.6%

Other

2.5%

 

 

Delivery Method of Course with Largest Enrollment for New Required Materials

Face-to-face

74.8%

Blended

13.3%

Online

11.9%

 

 

Classification of Course with Largest Enrollment for New Required Materials

Introductory course

41.1%

Intermediate level course

27.6%

Advanced course

28.7%

N/A Does not apply

2.6%

 

 

Average Enrollment for Course Being Considered for New Required Materials

Overall

154

 

 

A course with new required materials

199

A substantially modified course

157

A new course

71

 

 

Not required

74

Required for some students (e.g., majors)

162

Required for all students

220

 

 

Advanced course

38

Intermediate level course

83

Introductory course

241

 

 

Single section

44

Course taught in multiple sections

244

 

 

Graduate

33

Undergraduate

169

 

 

Type of Text Material Required

Textbook

18.0%

Textbook + Other Text

59.7%

Other Text

20.0%

Neither

2.4%

 

 

Type of Textbook Required

Printed

50.0%

Digital

8.5%

Printed and Digital

19.1%

None

22.4%

 

 

Textbook Requirements by Type of Course

 

Printed

Printed and digital

Digital

Overall

50.0%

19.1%

8.5%

 

 

 

 

Undergraduate

51.9%

19.6%

8.7%

Graduate

42.8%

19.2%

8.5%

 

 

 

 

Introductory course

50.2%

20.8%

9.9%

Intermediate level course

53.4%

18.7%

8.7%

Advanced course

45.7%

17.6%

7.1%

 

 

 

 

Face-to-face

52.7%

15.7%

7.5%

Blended

41.1%

29.1%

10.8%

Online

44.0%

28.0%

12.2%

 

 

Licensing of Required Textbooks

Printed Textbook(s)

Copyrighted

97.3%

 

Creative Commons

0.9%

 

Public Domain

2.4%

 

NA/Don't Know

2.0%

 

 

 

Digital Textbook(s)

Copyrighted

80.9%

 

Creative Commons

7.9%

 

Public Domain

11.7%

 

NA/Don't Know

6.8%

 

 

Licensing of Required Material Other Than Textbooks

Other Printed

Copyrighted

46%

 

Creative Commons

15%

 

Public Domain

44%

 

NA/Don't Know

10%

 

 

 

Other Digital

Copyrighted

45%

 

Creative Commons

19%

 

Public Domain

52%

 

NA/Don't Know

11%

 

 

Openly licensed Material Use

Textbook

2.1%

Textbook and other material

3.2%

Other material

36.0%

None

58.7%

 

 

Use of Open-Licensed Textbook By Course Characteristics: 2015-16

Overall

5.3%

 

 

Undergraduate

4.7%

Graduate

10.0%

 

 

Multiple sections

5.7%

Single section

5.5%

 

 

Introductory course

4.9%

Intermediate level course

5.7%

Advanced course

7.0%

 

 

Face-to-face

5.5%

Blended

5.2%

Online

7.2%

 

 

Use of Open Educational Resources By Faculty Characteristics: 2015-16

Textbook

Textbook and other material

Other material

Overall

2.1%

3.2%

36.0%

 

 

 

 

Teach Intro Level

1.8%

3.0%

34.3%

Teach Blended

2.1%

3.6%

37.0%

Teach Online

2.4%

2.9%

35.0%

 

 

 

 

Not tenure track

1.6%

3.2%

35.5%

Tenure track, not tenured

1.3%

4.2%

37.1%

Tenured

2.4%

3.0%

37.9%

N/A

2.9%

3.3%

29.3%

 

 

 

 

Full-time

2.3%

3.5%

35.7%

Part-time

1.5%

2.0%

37.1%

 

 

Potential Barriers

 

Barriers to Adopting Open Educational Resources

Not enough resources for my subject

49%

Too hard to find what I need

48%

No comprehensive catalog of resources

45%

Not used by other faculty I know

30%

Not high-quality

28%

Not knowing if I have permission to use or change

21%

Not current, up-to-date

17%

Too difficult to integrate into technology I use

14%

Lack of support from my institution

12%

Too difficult to change or edit

11%

 

 

Barriers to Adopting Open Educational Resources by OER Awareness

 

Not aware

Aware of OER

Not enough resources for my subject

47%

50%

Too hard to find what I need

47%

48%

No comprehensive catalog of resources

46%

44%

Not used by other faculty I know

40%

24%

Not high-quality

19%

32%

Not knowing if I have permission to use or change

26%

19%

Not current, up-to-date

14%

18%

Too difficult to integrate into technology I use

11%

15%

Lack of support from my institution

13%

11%

Too difficult to change or edit

9%

12%

 

 

Barriers to Adopting Open Educational Resources

 

2014-15

2015-16

Not enough resources for my subject

37%

49%

Too hard to find what I need

44%

48%

No comprehensive catalog of resources

51%

45%

Not used by other faculty I know

18%

30%

Not high-quality

18%

28%

Not knowing if I have permission to use or change

33%

21%

Not current, up-to-date

7%

17%

Too difficult to integrate into technology I use

13%

14%

Lack of support from my institution

15%

12%

Too difficult to change or edit

11%

11%

 

 

The Process of Textbook Adoption for Introductory Courses

 

Introductory Textbook Awareness, Consideration, and Adoption

 

OpenStax

Overall

Aware

70%

82%

Considered if Aware

44%

52%

Adopted if Considered

32%

41%

 

 

Importance of Factors in Selecting Required Course Material by OpenStax User Status

Use OpenStax

Non-user

Familiarity with brand/publisher

30%

31%

Works with my institution’s LMS

29%

32%

Includes test banks

13%

34%

Adaptable/editable

47%

42%

Includes supplemental instructor material

23%

48%

Recommended by other faculty members

42%

49%

Easy to find

77%

61%

Comprehensive content and activities

81%

84%

Cost to the student

94%

85%

 

 

Barriers to Adopting Open Educational Resources by OpenStax User Status

 

Use OpenStax

Non-user

Not current, up-to-date

14%

8%

Not knowing if I have permission to use or change

21%

18%

Lack of support from my institution

11%

19%

Too difficult to change or edit

14%

20%

Too difficult to integrate into technology I use

18%

23%

Not used by other faculty I know

29%

31%

Not enough resources for my subject

36%

32%

Not high-quality

43%

37%

Too hard to find what I need

18%

43%

No comprehensive catalog of resources

21%

46%

 

 

Discoverability

 

Ease of Searching Traditional Publishers

Very Easy

Easy

Difficult

Very Difficult

Don't Know

17.0%

46.2%

17.5%

1.7%

17.6%

 

 

Ease of Searching Open Educational Resources

Very Easy

Easy

Difficult

Very Difficult

Don't Know

1.5%

13.7%

18.7%

3.9%

62.4%

 

 

Relative Ease of Searching Open Educational Resources

OER superior

OER the same

OER inferior

N/A Missing

2.5%

13.3%

14.5%

69.7%

 

 

Future Use

 

Will You Use Open Educational Resources in the Next Three Years?

Yes

6.9%

Will consider

31.3%

Might Consider

31.5%

Not interested

5.4%

No Opinion / Don't Know

24.9%

 

 

Will You Use Open Textbooks in the Next Three Years?

Yes

6.5%

Will consider

30.4%

Might Consider

32.0%

Not interested

7.3%

No Opinion / Don't Know

23.9%

 

 

Survey Methodology

 

Respondents - Tenure Status

N/A

14.5%

Tenured

47.0%

Tenure track, not tenured

11.1%

Not tenure track

27.4%

 

 

Respondents - Number of Years teaching

1 to 3

4.8%

4 to 5

6.8%

6 to 9

12.7%

10 to 15

20.0%

16 to 20

13.5%

More than 20

42.3%

 

 

Respondents - Level of Institution

Four or more years

78.8%

At least 2 but less than 4 years

21.2%

 

 

Respondents - Carnegie Classification of Institution

Associates

22.9%

Doctoral‎/Research

37.4%

Masters

25.5%

Baccalaureate

9.3%

Specialized

4.9%

 

 

Respondents - Teach At Least One of the Specified Type of Course

Graduate

43%

Undergraduate

87%

 

 

Face-to-Face

95%

Blended

27%

Online

29%