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Impact of OER on Cost and Quality of Course Materials in Postgraduate Distance Education Courses
The study examined the impact of open educational resources (OER) on the cost and quality of course materials in postgraduate distance education courses at the University of the Philippines Open University (UPOU). 48 courses from 3 disciplines - Education, Health, and Development Studies - were reviewed. The results showed that OER use varied by discipline, with Health courses using OER most at 50% of modules on average. Students and faculty generally perceived that OER-using courses matched learning objectives and topics. In Education specifically, OER were seen as appropriate to course level and relevant to topics. In Health, learning resources were highly rated in terms of sufficiency, relevance, and accuracy. Across disciplines, learning activities using OER were
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Impact of OER on Cost and Quality of Course Materials in Postgraduate Distance Education Courses
- 1. Impact of OERon Cost and Quality of Course Materials A study in Postgraduate Distance Education Courses in the University of the Philippines Open University Sheila Bonito, Carmelita Orias, Charisse Reyes, Rita Ramos, Joane Serrano University of the Philippines Open University
- 2. Sheila Bonito/ [email protected] Introduction TheUniversity of the Philippines Open University: • part of the University of the Philippines system mandated to provide wider access to quality higher education through open learning and distance education • utilizes a wide range of teaching and learning materials and online technologies to deliver its courses • mandated by the Commission on Higher Education of the Philippines to help HEIs in developing distance education courses
- 3. Sheila Bonito/ [email protected] Introduction TheUniversity of the Philippines Open University: • offers 3 undergraduate programs and 27 postgraduate degree programs in the Faculty of Education, Faculty of Information and Communication Studies, and Faculty of Management and Development Studies • has 3524 students spread in 70 countries, mostly Filipino graduate students
- 4. Sheila Bonito/ [email protected] Introduction TheUniversity of the Philippines Open University: • started raising awareness on use of OER in 2011 • shifted the development of courses materials from developing textbook-like modules to resource-based course packages in 2012 and started pushing for use of OER in 2014 • drafted a policy and strategies on the use of OER in the University of the Philippines Open University in 2012 • launched a study to look into the cost and quality of course materials development under the IDRC’s ROER4D- WOU OER Impact Studies in 2015
- 5. Sheila Bonito/ [email protected] Introduction •Extent of Use of OER • Impact of OER on Quality of Courses: – Education courses – Health courses – Development courses • Cost-Effectiveness of OER
- 6. Extent of Useof OER in Postgraduate Distance Education Courses in UPOU
- 7. Carmelita Orias/ [email protected] Extentof Use of OER • How many courses use OER? • What are the sources of these materials? • What are the types of resources used? • What type of licenses? • How were these resources used? • What types of learning activities were involved in the use of these resources?
- 8. Carmelita Orias/ [email protected] Extentof Use of OER • 48 courses from three fields of disciplines (Education, Health and Development Studies) offered during 2015-2016 were reviewed and analyzed to determine extent of use of OER in the course packages
- 9. Carmelita Orias/ [email protected] Extentof Use of OER • How many courses use OER? Disciplines Number of courses included Number of modules included Percentage of use of OER in the courses Education 16 154a 25% Health 16 213b 50% Development 16 168c 12% a – average of 9-12 modules in Education b – average of 13-14 modules in Health c – average of 10-11 modules in Development
- 10. Extent of Useof OER • What are the sources of these materials in the course? Discipline Links to internet Print copies Education 11 13 Health 16 7 Development 14 11 Carmelita Orias/ [email protected]
- 11. Extent of Useof OER • What are the types of resources used? – In terms of type or resources according to media format, nearly all of the courses have texts in them such as: • books, book chapters, journal articles – There were also webpages (58%) and videos (50%) and some slide presentations (25%) Carmelita Orias/ [email protected]
- 12. Name of Presenter,E-mail Address Extent of Use of OER • What type of licenses? Carmelita Orias/ [email protected]
- 13. Carmelita Orias/ [email protected] Extentof Use of OER • How were these resources used? Discipline Used as a whole Used in part only Revise- translate Revise- resequence Revise- adapt Remix- combine Education 16 3 1 1 0 1 Health 16 8 0 1 1 1 Develop- ment 15 4 0 0 1 0
- 14. Carmelita Orias/ [email protected] Extentof Use of OER • What types of learning activities were involved in the use of these resources? Disciplines Read/view/ answer study questions Read/view/ discuss in forums Write critical review/ analysis Share with workplace/ community Education 12 11 4 4 Health 16 12 6 3 Develop- ment 16 2 8 0
- 15. Impact of OERon Quality of Courses: Education, Health & Development
- 16. Research Questions • Whatis the impact of using OER on the quality of course materials? • What is quality of course materials? How/Where can it be observed? –Quality as a feature of the resource itself: relevance, currency, accuracy –Quality as something that comes from how the resource is used (by the teacher and by the learner) - what learning and how learning is fostered by use of OER Charisse Reyes/ [email protected]
- 17. Quality is measuredin terms of: (1) disciplinary fit of resources selected (2) alignment of resources with course objectives (3) use of variety of resources by type of media (4) facilitating scaffolded learning (5) encouraging different types of learning activities (6) fostering engagement and collaboration Quality is measured from the student and faculty perspectives Charisse Reyes/ [email protected]
- 18. Indicators of qualityof course materials Indicators of quality of course materials Instructional issues addressed disciplinal fitness of resources selected (originally “adaptation to course context”) Design of instruction how to ensure curriculum quality (disciplinal alignment; accuracy, completeness and currency of content) alignment of resources with course objectives how to align resources with course objectives variety of resources by type of media (print, video, audio, multimedia) how to meet the needs of different/diverse learners: multiple perspectives, learning styles use of narrative vs. interactive resources how to engage learners: interactivity, etc use of adaptive resources (e.g. tutorials, quizzes) how to scaffold learning Charisse Reyes/ [email protected]
- 19. Education courses Program CoursesProgram Courses Diploma in Science Teaching EDSCI 201 Foundations of Science Education Diploma in Language and Literacy Education LLE 201 Language Acquisition Theories and Principles EDSCI 211 Principles of Biology LLE 202 Foundations of Reading and Literacy EDSCI 212 Anatomy and Physiology LLE 203 Trends in Reading and Literacy Instruction EDSCI 232 Fundamental Physics II LLE 204 Second Language Teaching Diploma in Social Science Education SSE 202 The Study of History and Geography LLE 207 Assessment in Language and Literacy Education Graduate Certificate and Master of Distance Education EDDE 222 m-Learning EDDE 231 Planning and Managing Networked Learning Diploma in Mathematics Teaching EDMT 204 Set Theory for Teachers EDMT 207Number Theory for Teachers Charisse Reyes/ [email protected]
- 20. Results of thestudy Characteristics of learning resources Matches the learning objective Relevant to module topic Up to date Provides accurate information From a credible source Appropriate to the level of the course Appropriate to the learners % of learning resources 58.6 72.4 31.0 44.8 55.2 75.9 58.6 Perceptions of faculty Charisse Reyes/ [email protected]
- 21. Results of thestudy Characteristics of learning resources Matches the learning objective Relevant to module topic Up to date Provides accurate information From a credible source Appropriate to the level of the course Appropriate to the learners % of learning resources 91.9 94.9 78.8 84.8 86.9 86.9 87.9 Perception of students Charisse Reyes/ [email protected]
- 22. Results of thestudy Rating of learning resources Description Mean Rating* There is a sufficient number of learning resources for students to meet the learning objective/s 4.38 There is sufficient variety of resources by type of media used (print, video, audio, multimedia) 3.13 All module topics are covered by the learning resources 4.25 The learning resources address different learning styles 3.13 The learning resources provide multiple perspectives 3.63 * 5 – highest rating; 1- lowest rating Perceptions of faculty
- 23. Results of thestudy Rating of learning resources Description Mean Rating* There is a sufficient number of learning resources for students to meet the learning objective/s 4.29 There is sufficient variety of resources by type of media used (print, video, audio, multimedia) 3.86 All module topics are covered by the learning resources 4.22 The learning resources address different learning styles 3.88 The learning resources provide multiple perspectives 4.18 * 5 – highest rating; 1- lowest rating Perception of students
- 24. Results of thestudy Characteristics of learning activities Relevant to the learning objectives Appropriate to the level of the learner Fosters critical thinking Fosters creativity Promotes collaborative learning % of learning activities 93.5 87.1 90.3 83.9 71.0 Perception of faculty experts Charisse Reyes/ [email protected]
- 25. Results of thestudy Characteristics of learning activities Relevant to the learning objectives Appropriate to the level of the learner Fosters critical thinking Fosters creativity Promotes collaborati ve learning % of learning activities 93.5 87.1 90.3 83.9 71.0 Perception of students Charisse Reyes/ [email protected]
- 26. Results of thestudy Rating of learning activities Description Mean Rating* There is a variety of learning resources 4.38 The learning activities enable student to achieve learning objectives 3.25 The learning activities facilitate learning 4.38 The learning activities allow students to interact with the learning resources 3.13 The learning activities develop critical thinking (synthesis and evaluation). 3.63 The learning activities enable students to apply knowledge learned in another or in their own context (i.e. outside of the course) 3.33 The learning activities promote independent learning 3.33 * 5 – highest rating; 1- lowest rating Perception of faculty experts
- 27. Results of thestudy Rating of learning activities Description Mean Rating* There is a variety of learning resources 4.30 The learning activities enable student to achieve learning objectives 3.89 The learning activities facilitate learning 4.20 The learning activities allow students to interact with the learning resources 3.86 The learning activities develop critical thinking (synthesis and evaluation). 4.03 * 5 – highest rating; 1- lowest rating Perception of students
- 28. Conclusion • In education: –faculty perceive that resources used are mostly appropriate to the level of the course (76%), relevant to topics (72%) – among students, resources perceived to match learning objectives (92%) – with regard to learning activities, they are perceived to be relevant to learning objectives (94%) and fosters critical thinking (90%) Charisse Reyes/ [email protected]
- 29. Program Courses Master of Artsin Nursing N204 Advanced Pathophysiology N299 Nursing Research Methods In Nursing N261 Nursing Care of Patients with Cardiovascular Condition N240 Concepts and Principles in Nursing Administration N241 Human Resource Management in Health N298 Statistical Methods in Nursing N260 Advanced Adult Health Nursing N262 Oncology Nursing N242 Organizational Development in Nursing Diploma/ Master of International Health IH201 International Health and Development IH202 Global Disease Epidemiology and Control IH212 Health Promotion Practice IH223 Human Resource Management in Health IH224 Health Promotion Leadership and Management IH 211 Health Promotion Theory IH 221 Health Service Development and Management IH 213 Health Promotion for Equity and Sustainable Development IH 222 Healthcare Policy and Governance Health courses
- 30. Matches the learning objective Relevant to module topic Upto date Provides accurate information From a credible source Appropriate to the level of the course Appropriate to the learners 91.7% 95.8% 79.2% 83.3% 58.3% 62.5% 45.8% Characteristics of learning resources Perceptions of faculty Rita Ramos/ [email protected]
- 31. Matches the learning objective Relevant to module topic Upto date Provides accurate information From a credible source Appropriate to the level of the course Appropriate to the learners 85.4% 88.2% 61.2% 63.6% 65.6% 71.2% 81.2% Characteristics of learning resources Perception of students Rita Ramos/ [email protected]
- 32. There is a sufficient numberof learning resources for students to meet the learning objective/s There is sufficient variety of resources by type of media used (print, video, audio, multimedia) All module topics are covered by the learning resources The learning resources address different learning styles The learning resources provide multiple perspectives 4.75 4.25 4.75 3.50 3.50 Rating of learning resources Perceptions of faculty * 5 – highest rating; 1- lowest rating
- 33. There is a sufficient numberof learning resources for students to meet the learning objective/s There is sufficient variety of resources by type of media used (print, video, audio, multimedia) All module topics are covered by the learning resources The learning resources address different learning styles The learning resources provide multiple perspectives 4.35 3.91 4.21 4.00 4.20 Rating of learning resources Perception of students * 5 – highest rating; 1- lowest rating
- 34. Relevant to the learning objectives Appropriate tothe level of the learner Fosters critical thinking Fosters creativity Promotes collaborative learning 100% 100% 33.3% 16.7% 25% Characteristics of learning activities Perception of faculty experts Rita Ramos/ [email protected]
- 35. Relevant to the learning objectives Appropriate tothe level of the learner Fosters critical thinking Fosters creativity Promotes collaborative learning 41.2% 87.5% 80.6% 66.7% 72.2% Characteristics of learning activities Perception of students Rita Ramos/ [email protected]
- 36. There is a varietyof learning resources The learning activities enable student to achieve learning objectives The learning activities facilitate learning The learning activities allow students to interact with the learning resources The learning activities develop critical thinking (synthesis and evaluation ). The learning activities enable students to apply knowledge learned in another or in their own context (i.e. outside of the course) The learning activities promote independe nt learning 4.00 4.00 4.00 3.25 4.00 3.50 3.75 Perception of faculty experts Rating of learning activities
- 37. There is a varietyof learning resources The learning activities enable student to achieve learning objectives The learning activities facilitate learning The learning activities allow students to interact with the learning resources The learning activities develop critical thinking. 4.35 3.91 4.21 4.00 4.20 Rating of learning activities Perception of students
- 38. Conclusion • In health: –faculty perceive that resources used are mostly relevant to topics (96%) and matches learning objectives (92%); – among students, relevance to module topics (88%) and resources perceived to match learning objectives (85%) – with regard to learning activities, they are perceived to be relevant to learning objectives (100%) and appropriate to the level of the learners (100%) Rita Ramos/ [email protected]
- 39. Program Courses ProgramCourses Diploma/Mast er in Environmental and Natural Resources Management ENRM 223 - Ecosystem Structure and Dynamics Graduate Certificate/M aster in ASEAN Studies ASEAN 201 ENRM 257 - Sustainable Tourism Development ASEAN 202 ENRM 281 - Statistics Applied to Environmental Management ASEAN 203 Master of Public Management PM 208 PM 230 PM 243 PM 281 ASEAN 204 Diploma/Mast er in Social Work SW 202 SW 210 SW 220 Master of Development Communicati on DEVC 207 Development courses
- 40. Matches the learning objective Relevant to module topic Up to date Provides accurate information Froma credible source Appropriate to the level of the course Appropriate to the learners 72.4% 72.4% 75.9 % 72.4% 82.8% 82.8% 82.8% Characteristics of learning resources Perceptions of faculty Joane Serrano [email protected]
- 41. Matches the learning objective Relevant to module topic Upto date Provides accurate information From a credible source Appropriate to the level of the course Appropriate to the learners 82.9% 73.9% 56.8% 64.8% 68.2% 64.8 68.2% Characteristics of learning resources Perceptions of students Joane Serrano [email protected]
- 42. There is a sufficient numberof learning resources for students to meet the learning objective/s There is sufficient variety of resources by type of media used (print, video, audio, multimedia) All module topics are covered by the learning resources The learning resources address different learning styles The learning resources provide multiple perspectives 3.83 3.83 4.50 3.33 3.50 Rating of learning resources Perceptions of faculty Joane Serrano [email protected]
- 43. There is a sufficient numberof learning resources for students to meet the learning objective/s There is sufficient variety of resources by type of media used (print, video, audio, multimedia) All module topics are covered by the learning resources The learning resources address different learning styles The learning resources provide multiple perspectives 4.18 3.43 4.12 3.67 3.89 Rating of learning resources Perceptions of students
- 44. Relevant to the learning objectives Appropriate tothe level of the learner Fosters critical thinking Fosters creativity Promotes collaborativ e learning 100% 85.7% 85.7% 85.7% 85.7% Characteristics of learning activities Perception of faculty experts Joane Serrano [email protected]
- 45. Relevant to the learning objectives Appropriate tothe level of the learner Fosters critical thinking Fosters creativity Promotes collaborativ e learning 81.0% 77.2% 74.7% 67.1% 64.6% Characteristics of learning activities Perception of students Joane Serrano [email protected]
- 46. Rating of learningactivities as Perceived by the Faculty There is a variety of learning resources The learning activities enable student to achieve learning objectives The learning activities facilitate learning The learning activities allow students to interact with the learning resources The learning activities develop critical thinking (synthesis and evaluation). The learning activities enable students to apply knowledge learned in another or in their own context (i.e. outside of the course) The learning activities promote independent learning 3.00 4.67 4.50 4.00 3.67 4.50 4.83 Rating of learning activities Perception of faculty experts
- 47. There is a varietyof learning resources The learning activities enable student to achieve learning objectives The learning activities facilitate learning The learning activities allow students to interact with the learning resources The learning activities develop critical thinking. 3.94 3.44 3.99 3.67 3.86 Rating of learning activities Perception of students Joane Serrano [email protected]
- 48. Conclusion • In developmentstudies: – faculty perceive that resources used are mostly from a credible source (83%) appropriate to the level of the course (83%), and appropriate to the level of the learners (83%); – among students, resources perceived to match learning objectives (83%) – with regard to learning activities, they are perceived to be relevant to learning objectives (100%) Joane Serrano [email protected]
- 49.
- 50. Sheila Bonito/ [email protected] Cost-effectiveness •What is the cost of producing OER? – Cost is measured in terms of the length of time spent by a course author in designing and writing the course material and the author’s salary given his/her rank or position • What is more cost-effective: OER or non-OER? – Cost-effectiveness is based on cost per unit of quality of course materials – Quality based on a 5-item rating scale on: sufficient number, variety, completeness, appropriateness to different learning styles and multiple perspectives of resources
- 51. Sheila Bonito/ [email protected] Cost-effectiveness •Background on course authors Years of teaching Position/ Rank Appoint- ment Educational background Experience in developing course material Non-OER 13 5 Asst Prof 4 Asso/ Prof 6 Full time 3 Part time 6 MA 3 PhD Yes – 3 No – 6 OER 10 4 Asst Prof 5 Asso/Prof 5 Full time 4 Part time 7 MA 2 PhD Yes – 5 No – 4
- 52. Sheila Bonito/ [email protected] Cost-effectiveness •Time spent in developing course package Average number of modules per course Average number of resources per course Average number of learning activities per course Average number of hours spent in writing course package Non-OER 12 19 13 148 hours OER 9 33 26 135 hours
- 53. Sheila Bonito/ [email protected] Cost-effectiveness •Cost-effectiveness Faculty perspective Cost (USD) Quality Cost/Effect ICER* RBCP 2406 3.31 727 OER 2253 3.72 606 -373 Student perspective Cost (USD) Quality Cost/Effect ICER RBCP 2406 3.60 668 OER 2253 4.10 550 -306 Incremental cost-effectiveness ratio (ICER) - represents the average incremental cost associated with 1 additional unit of the measure of effect
- 54. Sheila Bonito/ [email protected] Cost-effectiveness Newprogram less effective New program more effective New program more costly New program less costly OER dominates OER worse than non-OER OER more costly and more effective OER less costly and less effective
- 55. Cost-effectiveness 2500 2400 2300 2200 2100 2000 1 1.5 22.5 3 3.5 4 4.5 5 OER Non-OER USD 1 - lowest rating, 5 – highest rating
- 56. Sheila Bonito/ [email protected] Cost-effectiveness •Top three reasons for longer time spent in developing specific modules Education Difficulty in getting started Difficulty in finding resources Lack of expertise in teaching the topic Health Challenge in designing learning activities Difficulty in getting started Difficulty in finding resources Development Difficulty in finding resources Challenge in designing learning activities Difficulty in finding time to write
- 57. Sheila Bonito/ [email protected] Cost-effectiveness •Top three factors in selecting resources used in the module Education Relevance Appropriateness for level of learners Credibility of authors/ publishers Health Relevance Appropriateness for level of learners Currency, Credibility, Accessibility, Media type Development Relevance, Appropriateness, Accessibility, Media type
- 58. Sheila Bonito/ [email protected] Conclusion •Use of OER in course materials was seen to be cost-effective compared to use of non- OER in terms of cost and quality of resources
Editor's Notes
- #33 4
- #41 for the aspect of quality, these characteristics of resources show the disciplinal fitness of resources selected. This is the Quality as a feature of the resource itself: relevance, currency, accuracy Out of the 29 resources analysed, experts confirmed that more than 70 percent matches the learning objectives; more than 70% are relevant to module topic; 75% of the resources are updated (this confirms earlier discussions that use of OERs allows the use of updated resources); more than 70 percent were perceived to provide accurate information; more than 80 percent of the resources were perceived to be from credible sources; more than 80 percent were perceived to be appropriate to the level of the course; and more than 80 percent were perceived to be appropriate to the learners (all these Development courses are in the post graduate level)
- #43 faculty members rated 6 modules from 1-5, with 5 as the highest. In terms of the sufficiency of learning resources for students to meet the learning objectives and the sufficiency of the variety of resources by type of media used (meaning the course author used different types of media such as print, video, audio and multimedia), the mean is 3.83. In terms of the coverage of all topics in the modules by the learning resources, the mean is 4.5; in terms of addressing different learning styles, the mean is 3.33; and in terms of the learning resources providing multiple perspectives, the mean is 3.50. Again this is on the assumption that OER allows the faculty to have a greater variety of resources to choose from and has more opportunities for finding good or better-quality resources.
- #44 By using OER, students are exposed to different educational resources that are in accordance with their learning style, learners can become more active participants in educational process through a collaboration in virtual communities of learning, teachers can compare their own teaching materials with other teachers all around the world, they can learn how to release their work under an open license and to improve quality of teaching practice and encourage pedagogical innovation, and finally OER can reduce the cost of accessing educational materials (McGreal et al, 2013)
- #45 This discusses resource use/learning activities enabled by OER (types of learning activities (Bloom’s taxonomy)
- #47 types of learning activities: evaluation and synthesis (Levels 5 and 6); use of authentic assessment