OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks

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 text...

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Autor principal:	Royce Kimmons
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	open education OER K-12 open textbooks professional development OER quality Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/92f16dd7356f488992780dfbc9517d94
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spelling	oai:doaj.org-article:92f16dd7356f488992780dfbc9517d942021-12-02T18:03:16ZOER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks10.19173/irrodl.v16i5.23411492-3831https://doaj.org/article/92f16dd7356f488992780dfbc9517d942015-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2341https://doaj.org/toc/1492-3831 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. Royce KimmonsAthabasca University Pressarticleopen educationOERK-12open textbooksprofessional developmentOER qualitySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 5 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	open education OER K-12 open textbooks professional development OER quality Special aspects of education LC8-6691
spellingShingle	open education OER K-12 open textbooks professional development OER quality Special aspects of education LC8-6691 Royce Kimmons OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
description	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.
format	article
author	Royce Kimmons
author_facet	Royce Kimmons
author_sort	Royce Kimmons
title	OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
title_short	OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
title_full	OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
title_fullStr	OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
title_full_unstemmed	OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks
title_sort	oer quality and adaptation in k-12: comparing teacher evaluations of copyright-restricted, open, and open/adapted textbooks
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/92f16dd7356f488992780dfbc9517d94
work_keys_str_mv	AT roycekimmons oerqualityandadaptationink12comparingteacherevaluationsofcopyrightrestrictedopenandopenadaptedtextbooks
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OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks

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