OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
Royce Kimmons, Brigham Young University
IRRODL Volume 16, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press
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. Copyright-restricted 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.
Kimmons, R. (2015). OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks. The International Review of Research in Open and Distributed Learning, 16(5),. Athabasca University Press.
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Constance Blomgren, Centre for Distance Education - Athabasca University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)
Student Voice in Textbook Evaluation: Comparing OpStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooksen and Restricted Textbooks
Scott Woodward, Adam Lloyd & Royce Kimmons, Brigham Young University
The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)
Gabrielle Vojtech, University of California, Irvine.; Judy Grissett, Georgia Southwestern State University
The International Review of Research in Open and Distributed Learning Vol. 18, No. 4 (Jun 16, 2017)
Beatriz de los Arcos, Robert Farrow, Rebecca Pitt, Martin Weller & Patrick McAndrew, Institute of Educational Technology, The Open University, United Kingdom
Journal of Online Learning Research Vol. 2, No. 1 (Mar 31, 2016) pp. 23–40
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