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Faculty Motivation for OER Textbook Adoption and Future Use.

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Faculty are motivated to use Open Educational Resources (OER) when they find them enjoyable and valuable. However, using OER textbooks did not correlate with self-reported teaching success in this study.

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Scholarly Publishing

Background:

  • Rising costs of commercial textbooks and copyright restrictions hinder educational material accessibility and customization.
  • Open Educational Resources (OER) offer a potential solution to these challenges in postsecondary education.
  • Understanding faculty motivation is crucial for successful OER adoption.

Purpose of the Study:

  • To investigate the factors influencing faculty motivation to adopt Open Educational Resources (OER).
  • To examine the relationship between OER adoption and effective teaching practices.
  • To inform strategies for promoting OER use in higher education.

Main Methods:

  • Survey administered to 469 postsecondary instructors (professors, lecturers, etc.).
  • Structural equation modeling used to analyze survey data.
  • Focus on autonomous motivation and its link to OER textbook use and teaching success.

Main Results:

  • Autonomous motivation (enjoyment, perceived value) was the strongest predictor of current and future OER textbook adoption.
  • No significant relationship was found between OER textbook use and self-reported teaching success.
  • Faculty perceptions and motivations are key drivers for OER integration.

Conclusions:

  • Faculty engagement with OER is primarily driven by intrinsic factors like enjoyment and value.
  • While OER adoption is influenced by motivation, its direct impact on teaching effectiveness requires further investigation.
  • Findings support the development of targeted initiatives to encourage OER adoption in higher education institutions.