Faculty Motivation for OER Textbook Selection and Future Use

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session

Abstract

Most postsecondary instructors in the United States require students to use textbooks in their courses; however, the cost of commercial materials has sharply increased with copyright policies impeding sharing, editing, and customizations of materials. The current study aimed to examine faculty motivation to adopt Open Educational Resources (OER) and how OER use relates to effective teaching practices. Analysis of 469 faculty using structural equation modeling (SEM) found that autonomous motivation was the strongest positive predictor of OER use. However, use of OER textbooks was not strongly related to self-reported teaching success. The results contribute to better understanding faculty perceptions of and motivation for OER textbook use, along with informing OER adoption initiatives at postsecondary institutions.

Authors

• Michael James Herbert, University of North Dakota

• Virginia Clinton-Lisell, University of North Dakota

• Robert H. Stupnisky, University of North Dakota