Herbert Michael J, Clinton-Lisell Virginia, Stupnisky Robert H
Department of Education, Health & Behavior Studies, University of North Dakota, Grand Forks, ND USA.
Innov High Educ. 2023;48(2):371-388. doi: 10.1007/s10755-022-09625-6. Epub 2022 Oct 20.
Most postsecondary instructors in the United States require students to use textbooks in their courses; however, the cost of commercial materials has increased, and copyright policies impede 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. Survey data from 469 professors, instructors, lecturers, and research scientists were analyzed using structural equation modeling, which found that autonomous motivation (engagement with OER textbooks based on enjoyment, value) was the strongest positive predictor of current and future OER textbook use. However, use of OER textbooks was not related to self-reported teaching success. The results of this study contribute to better understanding faculty perceptions of and motivation for OER textbook use, along with informing OER adoption initiatives at postsecondary institutions.
美国大多数高等院校教师要求学生在课程中使用教科书；然而，商业教材的成本有所增加，版权政策也阻碍了教材的共享、编辑和定制。当前的研究旨在考察教师采用开放教育资源（OER）的动机，以及OER的使用与有效教学实践之间的关系。研究使用结构方程模型分析了469名教授、教师、讲师和研究科学家的调查数据，结果发现自主动机（基于兴趣、价值而使用OER教科书）是当前和未来使用OER教科书的最强积极预测因素。然而，使用OER教科书与自我报告的教学成功并无关联。这项研究的结果有助于更好地理解教师对使用OER教科书的看法和动机，同时也为高等院校的OER采用计划提供参考。
