What a day! Tonight I watched the Open Ed 2021 session “Analysis of a Shifting Landscape: Course Materials and OER Before and During Covid” with Beth Martin, LuMarie Guth, and Glinda Rawls from Western Michigan University. Martin and Guth are librarians at WMU and conducted a study on the use of OER. One of their projects was building on data collected on OER. They did a longitudinal analysis comparing 2019 and 2020 responses. Most faculty that completed the survey had received an OER grant ($1,000). For data analysis, Guth mentioned that they transformed variables when applicable to binary responses to increase the counts and used Chi-square. Fewer respondents taught face-to-face (57% vs 84% in 2019). Priorities when selecting course materials focused more on diversity, particularly in the context of STEM. They did not find a significant difference in the number of respondents who perceived OER as extremely or somewhat positive. Guth discussed persistent challenges to OER. The difference between free and open resources was still an issue. Using quotes from the survey, the availability of sources in particular disciplines was a reported challenge. There was a growth in awareness of OER from 2019 to 2020. Lack of peer review of OER and compensation for creating OER were mentioned as challenges. Their Open Textbook Grant program raised awareness of OER though I thought it was interesting that their number of awards seemed lower in 2020 compared to 2019. Also, they did not find a statistical difference in tenure and perceptions and use of OER, according to Rawls. Non-tenured faculty seemed to be more willing to explore resources. Rawls recommended directing OER promotion, creating asynchronous OER tutorials and grant incentives, and monitoring formats of OER to suggest to faculty. Just today I read surveys the RLOE group shared and thinking about how to do one here.
