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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2019
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| Online Access: | https://eric.ed.gov/?id=ED604627 |
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| _version_ | 1867181914380566528 |
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| author | Lashley, Jonathan William |
| author_facet | Lashley, Jonathan William Lashley, Jonathan William |
| collection | Education Resources Information Center |
| contents | Our Educative Reticence: A Grounded Theory of Instructors' Not Adopting Open Textbooks Lashley, Jonathan William Grounded Theory College Faculty Textbooks Open Educational Resources Adoption (Ideas) Access to Education Teacher Attitudes Electronic Publishing Accountability The Open Textbook Network (OTN)--an organization based out of the University of Minnesota and comprising over 1,000 postsecondary institutions--supports the open education movement by facilitating in-person workshops about, sharing training resources for, and curating a library of peer-reviewed open textbooks. Its efforts are meant to build awareness of open education among attendees by teaching them about the positive potential of open textbooks in addressing the rising costs of attending college, waning public investment in higher education, increasing pedagogical dependence on the course materials of commercial publishers, and curbing other barriers to affordability, access, and equity in higher education. While many instructors who have attended OTN workshops went on to review and adopt open textbooks in their course or, at least, leave the experience with an intent to explore open textbook use in the future, a small population (n = 76) openly admitted to having no interest in open textbooks. The following manuscript recounts the study of this previously unresearched population of nonusers. Leveraging grounded theory methods based in values coding (Saldana, 2009) and situational analysis (Clarke, 2005), this exploratory, interview-based study derived a new theoretical explanation for the motivating values of modern educators that informed their sentiments toward adopting new instructional tools and techniques--like those aligned with open education. The resulting theory of educative reticence posits that faculty members recognize how disclosure of their instructional practices--no matter how favorable they might be for teaching and learning--makes them accountable to the professional development outcomes, institutional standards, and disciplinary expectations of others. In this specific case, instructors who indicated disinterest in open textbook adoption were likely to veil their exploration of alternative (even equivalent) means for reaching desired technological outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED604627 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Our Educative Reticence: A Grounded Theory of Instructors' Not Adopting Open Textbooks Lashley, Jonathan William Grounded Theory College Faculty Textbooks Open Educational Resources Adoption (Ideas) Access to Education Teacher Attitudes Electronic Publishing Accountability Our Educative Reticence: A Grounded Theory of Instructors' Not Adopting Open Textbooks Lashley, Jonathan William Grounded Theory College Faculty Textbooks Open Educational Resources Adoption (Ideas) Access to Education Teacher Attitudes Electronic Publishing Accountability The Open Textbook Network (OTN)--an organization based out of the University of Minnesota and comprising over 1,000 postsecondary institutions--supports the open education movement by facilitating in-person workshops about, sharing training resources for, and curating a library of peer-reviewed open textbooks. Its efforts are meant to build awareness of open education among attendees by teaching them about the positive potential of open textbooks in addressing the rising costs of attending college, waning public investment in higher education, increasing pedagogical dependence on the course materials of commercial publishers, and curbing other barriers to affordability, access, and equity in higher education. While many instructors who have attended OTN workshops went on to review and adopt open textbooks in their course or, at least, leave the experience with an intent to explore open textbook use in the future, a small population (n = 76) openly admitted to having no interest in open textbooks. The following manuscript recounts the study of this previously unresearched population of nonusers. Leveraging grounded theory methods based in values coding (Saldana, 2009) and situational analysis (Clarke, 2005), this exploratory, interview-based study derived a new theoretical explanation for the motivating values of modern educators that informed their sentiments toward adopting new instructional tools and techniques--like those aligned with open education. The resulting theory of educative reticence posits that faculty members recognize how disclosure of their instructional practices--no matter how favorable they might be for teaching and learning--makes them accountable to the professional development outcomes, institutional standards, and disciplinary expectations of others. In this specific case, instructors who indicated disinterest in open textbook adoption were likely to veil their exploration of alternative (even equivalent) means for reaching desired technological outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Our Educative Reticence: A Grounded Theory of Instructors' Not Adopting Open Textbooks |
| topic | Grounded Theory College Faculty Textbooks Open Educational Resources Adoption (Ideas) Access to Education Teacher Attitudes Electronic Publishing Accountability |
| url | https://eric.ed.gov/?id=ED604627 |