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Approaching a New Normal? Educational Resources in U.S. Higher Education, 2024

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Title: Approaching a New Normal? Educational Resources in U.S. Higher Education, 2024
Language: English
Authors: Julia E. Seaman, Jeff Seaman, Bay View Analytics
Source: Bay View Analytics. 2024.
Availability: Bay View Analytics. 6924 Thornhill Drive, Oakland, CA 94611. Web site: https://www.bayviewanalytics.com/index.html
Peer Reviewed: N
Page Count: 32
Publication Date: 2024
Sponsoring Agency: William and Flora Hewlett Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Resources, Higher Education, Digital Literacy, Adoption (Ideas), Teaching Methods, In Person Learning, Electronic Learning, Textbooks, Electronic Books, Teacher Attitudes, College Faculty, Open Educational Resources, Copyrights, Teacher Characteristics
Abstract: This is the 13th report in a series of surveys tracking curricula discovery, selection, and adoption processes in U.S. higher education. The surveys have tracked the growth of digital materials and OER in higher education classrooms since 2009, providing trends on adoption and sentiments. The results also covered the abrupt transitions to remote teaching and return to in-person instruction during and following the COVID-19 pandemic. The survey responses for this analysis were collected in April 2024, from a total of 3,447 faculty. The respondents come from all 50 U.S. states, the District of Columbia, and the Virgin Islands. The key takeaways from this year's survey are: (1) Fully face-to-face courses remained the most common modality in 2024, with three-quarters of faculty teaching at least one such course. That said, it remains below pre-pandemic levels. A smaller portion of faculty (40%) taught at least one course that was fully online; (2) Digital options for required textbooks continue to grow. The majority of faculty (78%) have a required textbook for students for their largest enrolled course, and almost all required textbooks (92%) are offered in a digital format. Just 8% of courses only offered a print textbook, down from 12% last year; (3) Faculty opinions on print versus digital materials remain conflicted and stable. The majority of faculty (79%) agree digital materials offer students greater flexibility, but a large number of faculty (41%) also agree that print materials are better for student learning. These rates are almost identical to 2022-23 results; (4) Faculty awareness for licensing varies by the type of license. Faculty have the highest level of awareness for copyright (96% aware at any level), followed by public domain (90%), and finally Creative Commons (76%), all representing drops in awareness over 2022-23; (5) In 2023-24, more than half of faculty (56%) were aware of OER at any level. However, OER awareness dropped 8% compared to 2022-23, to a level seen two years ago, in 2021-22. For the most part, differences were seen evenly across faculty characteristics like teaching modality, discipline, and institution type; and (6) There was a 3% decline in the rate of use of OER as required materials for 2023-24 compared to 2022-23, paralleling the decrease in OER awareness. Overall, 26% of all faculty reporting that they use OER as a required material in their courses.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED660313
Database: ERIC
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  Data: Bay View Analytics. 6924 Thornhill Drive, Oakland, CA 94611. Web site: https://www.bayviewanalytics.com/index.html
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  Data: This is the 13th report in a series of surveys tracking curricula discovery, selection, and adoption processes in U.S. higher education. The surveys have tracked the growth of digital materials and OER in higher education classrooms since 2009, providing trends on adoption and sentiments. The results also covered the abrupt transitions to remote teaching and return to in-person instruction during and following the COVID-19 pandemic. The survey responses for this analysis were collected in April 2024, from a total of 3,447 faculty. The respondents come from all 50 U.S. states, the District of Columbia, and the Virgin Islands. The key takeaways from this year's survey are: (1) Fully face-to-face courses remained the most common modality in 2024, with three-quarters of faculty teaching at least one such course. That said, it remains below pre-pandemic levels. A smaller portion of faculty (40%) taught at least one course that was fully online; (2) Digital options for required textbooks continue to grow. The majority of faculty (78%) have a required textbook for students for their largest enrolled course, and almost all required textbooks (92%) are offered in a digital format. Just 8% of courses only offered a print textbook, down from 12% last year; (3) Faculty opinions on print versus digital materials remain conflicted and stable. The majority of faculty (79%) agree digital materials offer students greater flexibility, but a large number of faculty (41%) also agree that print materials are better for student learning. These rates are almost identical to 2022-23 results; (4) Faculty awareness for licensing varies by the type of license. Faculty have the highest level of awareness for copyright (96% aware at any level), followed by public domain (90%), and finally Creative Commons (76%), all representing drops in awareness over 2022-23; (5) In 2023-24, more than half of faculty (56%) were aware of OER at any level. However, OER awareness dropped 8% compared to 2022-23, to a level seen two years ago, in 2021-22. For the most part, differences were seen evenly across faculty characteristics like teaching modality, discipline, and institution type; and (6) There was a 3% decline in the rate of use of OER as required materials for 2023-24 compared to 2022-23, paralleling the decrease in OER awareness. Overall, 26% of all faculty reporting that they use OER as a required material in their courses.
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