OpenEd17: The 14th Annual Open Education Conference
October 11 – 13, 2017  ::  Anaheim, CA

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Research on the Impact of OER [clear filter]
Wednesday, October 11

10:30am PDT

International Student Engagement with Open Textbooks: A Canadian Perspective
Government funding for post-secondary education has fallen by over 20% in the province of British Columbia since 2001. International student recruitment has filled a pressing funding gap. However, international and domestic students alike are arriving on campus without the funds needed to live and study in Vancouver, one of North America's most expensive cities. Langara College Library has seen a dramatic spike in students seeking course reserves, while others report foregoing readings all together. Fischer, Hilton, Robinson, and Wiley (2015) found that course completion rates, "C-or better" grades, and enrollment intensity were higher among students using no-cost open textbooks versus commercial textbooks. What does adoption of open textbooks mean for international student recruitment, retention, success and engagement? Drawing on data collected through focus groups, the presenters will explore these important questions from the student perspective.

avatar for Julian Prior

Julian Prior

Chair, Educational Technology, Langara College
Educational Technology Advisor at Langara College

Wednesday October 11, 2017 10:30am - 10:55am PDT
Terrace A - C

11:00am PDT

Student Views of The Use of Open Textbooks at One Canadian University
This session will present results from a survey administered to students at a medical / doctoral university who were enrolled in four courses using open textbooks instead of commercial texts. An existing open textbook survey (Jhangiani, Dastur, Le Grand, & Penner, under review) was adapted and distributed electronically to all students in these courses. Students were asked to share their views on the specific textbook compared to "traditional" textbooks they had used in other courses, in what format they preferred to access the texts, how they had dealt with the cost of commercial resources required for other courses, and other factors that could inform the open educational resources initiative at the university.

Results from all four courses will be explored, with an emphasis on a first year sociology courses, which had a particularly high rate of response (n=129/343). In addition, data about course averages and completion rates were obtained for this offering and the two previous when a commercial text was used, to allow for a comparison.


Jhangiani, R. S., Dastur, F., N., Le Grand, R., & Penner, K. (under review). As good or better than commercial textbooks: Students' perceptions and outcomes from using open digital and open print textbooks.


Wednesday October 11, 2017 11:00am - 11:25am PDT
Terrace A - C

11:30am PDT

Launching an OER Degree: Interim Findings from ATD's OER Degree Initiative
Unlike individual OER courses, which can be developed independently by faculty, developing an OER degree program requires sustained institutional involvement and investment in course development and infrastructure. Launching an OER Degree program requires a coordinated planning process between academic departments and college administrative units, the modification of institutional systems to identify OER course sections and implement course fees, and the enlistment of non-instructional support and advising staff.

Achieving the Dream, a national, nonprofit organization that champions and supports evidence-based institutional improvement, launched the OER Degree Initiative to investigate, among other things, how community colleges successfully roll-out and sustain OER degree programs. Through this ambitious initiative, 38 community colleges across the country are creating and piloting fully OER-based degree programs and ATD research partners SRI International and rpkGROUP are evaluating the student outcomes, project costs, and effective implementation strategies of these new OER degree programs.

During this session you will learn about the early findings of the OER Degree Initiative evaluation, with a particular focus on what we have learned about effective OER degree implementation.


Rebecca Griffiths

Principal Education Researcher, SRI
Education researcher focused on evaluating technology-supported interventions aimed at improving student learning and success in K-12 and postsecondary settings. Enjoy investigating system-level and organizational facilitators and barriers to innovation. Lead large-scale research... Read More →
avatar for Richard Sebastian

Richard Sebastian

Director, Open and Digital Learning, Achieving the Dream
As Achieving the Dream’s Director of Open and Digital Learning, Dr. Sebastian helps ATD’s Network colleges advance open and digital teaching and learning practices to support equitable outcomes for students and facilitate whole college transformation. Dr. Sebastian is a national... Read More →

Wednesday October 11, 2017 11:30am - 11:55am PDT
Terrace A - C

1:00pm PDT

A Model Pilot OER Efficacy Study for Community Colleges
This study analyzed the effect enrollment in an OER course had on student academic achievement when controlling for prior academic achievement in an introductory online history course at a large community college. A correlation analysis and simple linear regression were conducted. The results of this research indicate a significant positive moderate correlation between OER and student achievement. The study also provides a springboard for discussion about the value of rigorous research at community colleges using readily available data through student information systems. This session may be interesting for community college leaders who want to begin to use data more effectively or who seek to take on more of researcher/practitioner role at their institutions. This session can motivate community college leaders to conduct research of their own using data available from their own institutions to make decisions about OER use, adoption, and policy.

avatar for Kim Grewe

Kim Grewe

Instructional Designer/Curriculum Developer/Online Course Facilitator (PD), Northern Virginia Community College
I am an educator, scholar, online learning enthusiast, and champion of Open Education. With teaching experience from middle school to community college, I bring a myriad of skills and career's worth of perspective to my online course design and work with faculty in online professional... Read More →

Wednesday October 11, 2017 1:00pm - 1:25pm PDT
Terrace A - C

1:30pm PDT

Utah Higher Ed: State-Wide Higher Ed Survey, the Impact of Texts on Students, and Faculty Willingness Toward Adoption
In 2015 - 2016, we surveyed students and teachers in post-secondary institutions across Utah to gauge their perceptions of textbook cost, selection, and OER. Responses were gathered from the majority of institutions in the state. This study was guided by the following research questions:

1. How do students perceive textbook costs influence their academic success?

2. What would students do with the money they saved if they didn't buy textbooks?

3. What are students' general feelings about textbook costs?

4. How do student responses on the above questions vary between two and four year institutions?

5. How do faculty members select their textbooks?

6. What percentage of faculty were willing to consider using and would like help finding open textbooks?

7. Are there any correlations between faculty perceived cost of textbooks (or the lack of knowledge about the cost) and their willingness to use OER?

8. Why do faculty members say they would or would not be willing to use an open textbook?

9. How do faculty responses on the above vary by institution?

In this presentation, we will present the findings of this survey. Notable findings on the student survey include that 2/3 of the students who participated in the study had to forego purchasing a textbook due to the high cost and more than 85% of students had to delay purchasing an expensive textbook which they felt negatively impacted academic performance. Students felt cost was burdensome, felt extremely negatively towards textbook costs, and would use potential savings from OER adoption back into their education and day-to-day expenses.

Faculty results include that adjunct professors are less often in a position to select their own textbooks, despite being willing to consider OER. Although there are no correlations between knowing the list price of text and being willing to adopt OER, over 90% of faculty were willing to consider adopting OER and their reasons for their willingness will be presented.

avatar for Olga Belikov

Olga Belikov

Student, Brigham Young University
avatar for Lane Fischer

Lane Fischer

Department Chair, BYU
avatar for John Hilton III

John Hilton III

Professor, Brigham Young University
I began researching issues related to OER in 2008. I'm passionate about increasing OER research - especially research related to efficacy and student perceptions. See http://openedgroup.org/review.

Troy Martin

Enterprise Architect, Brigham Young University
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →

Wednesday October 11, 2017 1:30pm - 1:55pm PDT
Terrace A - C

2:00pm PDT

The Effect of Open Educational Resources (OER) Adoption on Learning in a Community College: A Multilevel Modeling Approach
With the Open Educational Resources (OER) movement, many institutions started to embed OER in their curriculum for both financial and pedagogical benefits. The current study examines the effect of OER on student learning in a systematic manner by incorporating both student-level and course-level characteristics in a multilevel modeling approach.

Data from 42 courses offered in a community college in Virginia in summer and fall 2016 semesters were collected and used in the current study. Among the 42 courses, there were 40 courses employed both traditional and OER-based curriculum in different sections. Those courses include a wide range of disciplines, such as business, mathematics, computer programming, biology, chemistry, history, music, and sports. OER adoption was considered as a treatment condition, and its effect on student learning was examined in this study. In addition to OER treatment, nine covariates at student-level were included in the model to control for individual differences. At the course-level, ten predictors which were calculated as aggregated variables from the student level were included in the model to explain the difference in OER adoption effect.

The results show that the effect varies across different courses with a majority of courses favoring OER, compared with non-OER. The variation in the effect can be partially explained by course-level characteristics.

avatar for Lane Fischer

Lane Fischer

Department Chair, BYU
avatar for John Hilton III

John Hilton III

Professor, Brigham Young University
I began researching issues related to OER in 2008. I'm passionate about increasing OER research - especially research related to efficacy and student perceptions. See http://openedgroup.org/review.
avatar for David Wiley

David Wiley

Co-Founder and Chief Academic Officer, Lumen Learning
I've spent over 20 years creating, clarifying, elaborating, and evangelizing the core ideas of open education to students, faculty, institutions, companies, and governments. I've also worked to place a solid foundation of empirical research beneath these core ideas. Now, my colleagues... Read More →
avatar for Linda Williams

Linda Williams

Professor, Business Administration, Tidewater Community College
Business Professor Linda Williams has become the face of TCC’s Textbook Free Degree. She’s been featured in countless articles and television interviews about the cutting edge program that enables TCC business students to earn an entire degree while spending zero funds for textbooks.“It... Read More →

Wednesday October 11, 2017 2:00pm - 2:25pm PDT
Terrace A - C

3:00pm PDT

How Student Usage Patterns of Adaptive Courseware Affect Learning Outcomes
Previous research on OER efficacy has analyzed student outcomes by comparing courses employing open source textbooks with courses employing commercial textbooks. This research takes a more granular approach, not just looking at whether a course employs OER, but rather looking at how different patterns of student usage of adaptive courseware affect student learning.

For the courses analyzed, Lumen Learning's adaptive courseware platform ("Waymaker") was employed. Waymaker was designed to encourage student metacognition, but to what extent was this successful? That depends on how it was actually used by students.

Waymaker modules include a formative pretest, a number of short formative assessments within the module and an end-of module summative posttest. The pretest provides information to students about what parts of the module they already know well and which parts do they still need to learn. As the student works through the module, after interacting with each bit of content, he or she takes a one or two question quiz to give them immediate feedback about how well they learned the material. Finally, a comprehensive end of module quiz provides information about whether or not the student has mastered the material in the module.

This presentation will catalog the different patterns of student usage of Waymaker.

- Are students working through the Waymaker modules regularly and systematically (e.g. to match the pace & coverage of what occurs during class sessions), or are students waiting until just before exams to bunch/cram their work with Waymaker just before exams?

- Are students taking the different assessments?

- How are students responding to the formative information provided by the assessments (e.g, are they putting more effort into those areas Waymaker says they haven't mastered)?

Last, the presentation will report the results of statistical analyses to estimate the effects of different usage practices on student learning.

avatar for Pablo Castillo-Vasquez

Pablo Castillo-Vasquez

Student of economics, University of Mary Washington
I am a student of economics and am working in collaboration with Dr. Greenlaw as his research assistant. Originally from Chile, missing the West coast and Pacific Ocean so much! Also, previous student of engineering at UTFSM in Valparaiso, Chile and business ad. at NOVA, Alexand... Read More →
avatar for Steven Greenlaw

Steven Greenlaw

Professor of Economics, University of Mary Washington

Wednesday October 11, 2017 3:00pm - 3:25pm PDT
Terrace A - C

3:30pm PDT

Is the price still right? A continued evaluation of open vs traditional textbooks on student performance
The increasing cost of textbooks pose a financial burden for students, with some researchers hypothesizing that the high price of course materials may result in students opting to not purchase the text and being under-prepared for the course or taking fewer classes per semester, both resulting in a delay to graduation (Florida Virtual Campus, 2012). On the other hand, the adoption of Open textbooks have been associated with improved student grades, lower withdrawal rates, and higher concurrent and subsequent enrollments (Fischer, Hilton, Robinson, & Wiley 2015; Hilton & Laman, 2012).

Continuing the evaluation of Endes & Howard (2016), the goal of this study was to determine whether student performance at a large open-enrollment Alaska university would differ when using traditional publisher materials compared to open educational resources. Comparing additional data collected over four semesters (one using traditional textbook materials, three using Open educational resources), there appear to be no statistically significant differences in student performance on unit exams. Student feedback slightly favors the use of Open resources, with students specifically citing the free Open textbook as a factor associated with their success. Considerations for adoption and implementation will be discussed.

avatar for Veronica Howard

Veronica Howard

Associate Professor of Psychology, University of Alaska Anchorage

Wednesday October 11, 2017 3:30pm - 3:55pm PDT
Terrace A - C

4:00pm PDT

What Did Jane Think? Faculty Perceptions of the Strengths and Weaknesses of Open Textbooks & Implications for Authors & Publishers
The Open Textbook Network's Open Textbook Library is a searchable catalog of more than 350 open textbooks. Since April 2012, faculty and instructors at the Open Textbook Network's more than 370 member campuses nationwide have authored more than 900 reviews of these open textbooks, concurrent with their participation in professional development workshops and with the incentive of a small stipend. In the same spirit of sharing that is highlighted by the OpenEd17 conference theme, these CC-BY-licensed reviews are available in the Open Textbook Library for consultation and reference by faculty and instructors everywhere who are exploring open textbooks for adoption in their course instruction.

In 2017 we have undertaken a qualitative analysis of all open textbook reviews that were published in the Open Textbook Library before April 2017. Our research asked, what do faculty consider to be the strengths and weaknesses of open textbooks, and how can these perceptions inform the work of open textbook authors and publishers? In this presentation, we will share findings from our qualitative analysis of reviews; highlight additional research studies that have considered faculty perceptions of open textbook/OER strengths and weaknesses; suggest how the work of open textbook authors and publishers may be informed by faculty perceptions; and suggest research questions for further study.

Merinda McLure is the Health & Human Sciences Librarian at the University of Colorado Boulder and a 2016-2018 OER Research Fellow.

Olga Belikov is a graduate student at Brigham Young University and a 2016-2018 OER Research Fellow.

David Ernst is founder and executive director of the Open Textbook Network.

avatar for Olga Belikov

Olga Belikov

Student, Brigham Young University
avatar for David Ernst

David Ernst

Executive Director, Open Education Network
Dr. David Ernst is graduate faculty, Chief Information Officer, and Director of the Center for Open Education in the College of Education and Human Development at the University of Minnesota. David is also the Executive Director of the Open Education Network, which works to improve... Read More →
avatar for Merinda McLure

Merinda McLure

Head of the Researcher Engagement Section, University of Colorado Boulder Libraries
Merinda leads the CU Boulder University Libraries’ Researcher Engagement Section and serves as one of the Libraries’ three Open Educational Resources (OER) Co-Leads. She is the Libraries’ subject specialist and liaison librarian for CU Boulder’s departments of psychology and neuroscience; integrative physiology; and speech, language, and hearing sciences. Merinda joined the University Libraries in 2017 and has previously worked at Colorad... Read More →

Wednesday October 11, 2017 4:00pm - 4:25pm PDT
Terrace A - C
Thursday, October 12

8:30am PDT

Assessing the Impact of Open Pedagogy on Student Skills Mastery and Perception of Relevance
Open educational resources (OER) tear down the barriers of access and cost that are most harmful to underprivileged students, but how OER permit us to transform our classrooms has often been overlooked. With adaptable, interactive "open pedagogy," we may discover powerful ways to empower students to learn based on their unique skills and goals.

This session will share the results of a 2016-7 classroom research study (in progress at the time of writing this proposal) assessing the impact of open pedagogy and resources on student skills mastery and perception across modalities. Approximately 200 students in English 101 and 102 participated. All sections used the same free OER, but about half were given traditional assignments (i.e. formal essays and grammar exercises) and the other half were given "open" assignments that involved designing and remixing open resources. Assignment results and other course metrics were used to investigate the impact on student skills mastery and anonymous surveys were used to investigate the impact on the students' perception of the relevance of English class to their lives outside of school. Because of the study's design, we can also evaluate the effects of this treatment on subsets of participants by their course participation (in-class or online) and modality (traditional or flex/hybrid).

avatar for Matthew Bloom

Matthew Bloom

OER Coordinator, Maricopa Community Colleges

Thursday October 12, 2017 8:30am - 8:55am PDT
Terrace D - F

9:00am PDT

How Does OER Adoption Impact Classroom Teaching and Learning?
The Affordable Learning Exchange (ALX) at The Ohio State University offers grants to support faculty in replacing traditional textbooks with high-quality open educational resources (OER) and library materials. Through this affordability program, colleagues in the University Libraries, Office of Distance Education and eLearning, and other teaching-oriented units combine their resources to help faculty successfully create or adopt no-cost or low-cost course materials. The faculty in the first cohort adopted OER for 12 courses in Fall 2016, and a second cohort is working on a similar number this year. The first two cohorts are projected to save students nearly $1.3 million annually. Through supporting faculty in the creation and adoption of OER, the team also noticed many faculty were re-thinking their course design, learning objectives, activities, and assessments in ways that seemed more strongly aligned with best pedagogical practices. Our mixed-methods study explores this observation in a more critical and rigorous way through interviews with faculty who adopt ALX-funded OER. The interview protocol includes questions about if and how the adoption of OER encouraged changes in the course's breadth or depth of coverage, proportion of time spent on different activities (e.g., lecture versus group work versus discussion), and number or types of assessments. In addition, faculty discussed whether and how student learning changed in terms of students' level of motivation and engagement, quality of participation, quality of collaboration with fellow students, and performance on assessments. This paper will present preliminary results based on qualitative analysis of the 16 interviews conducted with Cohort One faculty adopters to investigate under which conditions OER creation/adoption seemed to encourage changes in course design, how and why design changes occurred, and how those changes impacted the instructor's perception of students' engagement and quality of learning.

avatar for Amanda Folk

Amanda Folk

Head, Teaching & Learning, The Ohio State University Libraries
avatar for Shanna Jaggars

Shanna Jaggars

Assistant Vice-Provost, The Ohio State University

Marcos Rivera

Graduate Research Associate, The Ohio State University

Thursday October 12, 2017 9:00am - 9:25am PDT
Terrace D - F
Friday, October 13

10:30am PDT

Going Beyond Access: Can Cognitive Science Improve Student Learning of OER?
Since the inception of OER, the overwhelming focus has been on improving student access to educational materials. However, access to materials is only one piece of the educational puzzleäóîstudents still need to learn that information. Fortunately, research in cognitive science offers empirically validated techniques for improving learning. OER providers are uniquely positioned to improve learning by integrating these findings into their materials.

Over the last two years, we have been working to implement cognitive science principles into OpenStax textbooks. One such principle is retrieval practice. Retrieval practice refers to the act of recalling learned information from memory as part of the learning process (e.g., Answering practice questions). An overwhelming number of laboratory and classroom studies have found that practicing retrieval improves learning of text materialsäóîeven more than standard study strategies such as repeated rereading and concept mapping (Karpicke & Grimaldi, 2012).

Implementing retrieval practice within OER appears to be relatively straightforwardäóîsimply ensure that learning materials include practice questions for students to use. Indeed, including practice questions at the end of chapters within textbooks is standard practice. However, results from our early studies suggest that simply offering retrieval practice opportunities is not sufficient. First, students did not utilize the retrieval practice opportunity unless there was a grade incentive to do so. Second, students who answered the questions often engaged in maladaptive behaviors. For example, many students entered garbage responses in order to receive participation points or view the correct answer. Despite these challenges, students who properly utilized the retrieval opportunities saw improved learning outcomes. Thus, integration of cognitive science into OER appears to be a promising avenue for improving student learning, but there are significant challenges to consider.

avatar for Richard Baraniuk

Richard Baraniuk

Victor E Cameron Professor of Electrical and Computer Engineering, Rice University
Richard G. Baraniuk is the Victor E. Cameron Professor of Electrical and Computer Engineering at Rice University and the founder and director of OpenStax. In 1999, Dr. Baraniuk launched Connexions (now OpenStax CNX), one of the world’s first and today one of the world’s largest... Read More →
avatar for Debshila Basu Mallick

Debshila Basu Mallick

Postdoctoral researcher, OpenStax, Rice University

Friday October 13, 2017 10:30am - 10:55am PDT
Terrace A - C

11:00am PDT

Barriers, Incentives, and Benefits of the OER Movement: An Exploration into Instructor Perspectives
The White Paper, published this year by Cengage Learning (2016), exposes the results of a survey they implemented on open educational resource (OER) use and creation in the educational community. What they disclose to the reader is that OER will potentially triple in size over the next five years. Additionally, it also exposes that there continues to be barriers to adoption, use, and creation which are inhibiting the full adoption of OER. This claim of increased OER production and use with the continuation of barriers restricting full OER adoption requires further investigation to fully understand.

This quantitative study, which replicates a preexisting study by Turkish researchers Kursun, Cagiltay, and Can (2016), further explores their report on faculty perspectives to OER use and the barriers, incentives, and benefits to OER which exist. This research was specific to Turkey and the faculty who were employed with local universities in that country. By replicating this research to include a wider geographical area (i.e., Canada, North America, etc.), and also to expand the population sample to include K-12 and higher education educators, a greater understanding of this topic can be obtained. This quantitative study replicates the preexisting and pretested Likert scale survey to expand on this research for a wider geographical and demographic population, providing a broader view of this topic to further validate the existing research. The results will be compared with the Kursun et al. study. The benefit of this study will be to provide insight into the barriers, incentives, and benefits for K-12 and higher education educators, to provide support in areas which do require attention, and to encourage potential policy and sociocultural modifications.


Serena Henderson

Coordinator, Athabasca University

Friday October 13, 2017 11:00am - 11:25am PDT
Terrace A - C

11:30am PDT

OER and Math Pathways at Salt Lake Community College
SLCC turned key developmental and gateway math courses open this year--Math 980: Algebra for College Success and Math 1030: Quantitative Reasoning. The department used the turn toward open content as an occasion to revisit how we guide students from developmental math to college-level math and beyond. In other words, SLCC joined thinking about open content and educational pathways to construct a potent student success intervention. In this presentation, we will talk about the work that went into this curricular/pathways reform and present the initial results. In addition to examining student success within the courses, we will present findings on time to college-level math completion for students who start at the developmental level.


Suzanne Mozdy

Associate Dean, Salt Lake Community College

Friday October 13, 2017 11:30am - 11:55am PDT
Terrace A - C

2:00pm PDT

OER vs Traditional Text in Psychology
Using two-part Psychology series (Psych 201A & 202A) we wanted to know what the student perspective was for using OER vs traditional text. We were also curious about performance between the two text-types as most of our students have minimal experience with OER materials to-date. This presentation offers our approach and the initial results.


Zip Krummel

Faculty, Columbia Gorge community college
avatar for john schoppert

john schoppert

Director of Library Services, Columbia Gorge Community College
Library administrator committed to student access and success through progressive action and innovation. OER partner. Baker of Challah.

Friday October 13, 2017 2:00pm - 2:25pm PDT
Terrace A - C

3:00pm PDT

Are You Listening? Student Voices about OER
At West Hills College in Lemoore, California, two instructors in sociology and psychology implemented a survey asking students about their experiences using OER textbooks and course materials. Students provided video testimonials (available on YouTube) with feedback concerning resources published by OpenStax. The study included both quantitative and qualitative measures and shows results regarding student success, learning, accessibility, quality, and use of OER.

West Hills College Lemoore (WHCL) is located in Central California and is one of two colleges in the West Hills Community College District (WHCCD). The college serves approximately 6,400 students and is a federal designated Hispanic serving institution offering programs designed to assist first generation and low income Hispanic students.

avatar for Vera Kennedy

Vera Kennedy

Sociology Instructor, West Hills College Lemoore
Sociology Instructor, WHCL and CSU Fresno Sociology Editorial Board, Merlot OER Co-chair, WHCL Experience with OER adoption, curriculum design, instruction, Canvas/Blackboard course shell creation, student evaluations, and peer review.

Friday October 13, 2017 3:00pm - 3:25pm PDT
Terrace A - C

3:30pm PDT

An exploratory study of learning patterns of non-formal learners in OER repositories
The purpose of this study was to investigate sub-populations of 1014 non-formal online learners who were using OER repositories, according to their OER use patterns. This study conducted a three-step latent class analysis to analyze data about how the impact of OERs on non-formal learning.

The results indicated that the participants were classified into three groups. The first class (50.06%) was characterized by their inclination to using social strategies. The item-response probabilities indicated that the learners assigned to the first class had higher probability scores for social strategy items than individual strategy items. We labeled this latent class as social. The second latent class (34.28%) showed higher probability scores for individual strategy items than individual strategy items. This latent class was labeled individual. The last latent class (15.66%) had higher probability scores in all the six items than those of the other two classes. This latent class was labeled overall.

A covariate analysis revealed that the learners' age decreased the likelihood of being in the overall class and increased that of being in the social class (B=10.9252, p=.000); older learners relied on social strategies alone. Learners' education level influenced the probability of being in the individual class (B=5.971, p=.015); more educated learners believed they can learn with OERs without additional social interactions.

Noticeably, the participants who reported challenges in finding the latest resources of high-quality were more likely to be in the overall class; learners who reported challenges had awareness of potential barriers in using OERs, which led to the use of both individual and social strategies. Non-formal learners who used both individual and social strategies had significantly stronger future intention to use OERs.

OER providers, institutions, and educators may benefit from stimulating learners to use individual and social strategies simultaneously

Friday October 13, 2017 3:30pm - 3:55pm PDT
Terrace A - C

4:00pm PDT

Three Years of the Open Course Option: A Retrospective
Over the past several years, many "OER Degree" programs have focused on adoption. The goal has been to remove commercial textbooks, and drive down the cost of educational materials. These efforts have not only saved students millions of dollars, but have also boosted student persistence and success. However, in many cases, students are still operating within the confines of a time-based traditional course. In February 2014, Thomas Edison State University and Saylor Academy came together to design a program that focused on assessment, rather than adoption. Thanks in part to our uniqueness (Saylor's library of hundreds of open courses and TESU's suite of prior learning assessments) we were able to create a degree program that built on both of our strengths, and provided students with a self-paced, low-risk, and affordable pathway to a degree. Three years later, hundreds of students have earned credits and degrees through the Open Course Option.

This presentation will examine the history of that partnership - its origins, its evolution, and its plans for the future. We'll share student outcomes and student voices, and also take a look at some of the obstacles that cropped up along the way. By sharing the lessons we have learned over the past three years, we hope to empower the audience to imagine other novel uses for OER.

avatar for Devon Ritter

Devon Ritter

Director of Education, Saylor Academy

Friday October 13, 2017 4:00pm - 4:25pm PDT
Terrace A - C

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