Deeply Digital: Educational Resources in Higher Education, 2025
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| Title: | Deeply Digital: Educational Resources in Higher Education, 2025 |
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| Language: | English |
| Authors: | Julia E. Seaman, Jeff Seaman, Bay View Analytics |
| Source: | Bay View Analytics. 2025. |
| Availability: | Bay View Analytics. 6924 Thornhill Drive, Oakland, CA 94611. Web site: https://www.bayviewanalytics.com/index.html |
| Peer Reviewed: | N |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Sponsoring Agency: | William and Flora Hewlett Foundation |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Resources, Open Educational Resources, Higher Education, Educational Trends, Distance Education, COVID-19, Pandemics, Educational Change, Electronic Learning, Blended Learning, Online Courses, Instructional Materials, Electronic Publishing, Textbooks |
| Abstract: | This is the 14th 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 open educational resources (OER) in higher education classrooms since 2009, providing trends on adoption and sentiments. The results also covered the abrupt transitions to remote teaching and the return to in-person instruction during and following the COVID-19 pandemic. The survey responses for this analysis were collected in April 2025, 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) Post-Pandemic Shifts--Institutions have stabilized hybrid models after pandemic-era spikes in online learning, with blended and fully online courses and digital tools becoming integral, despite a decline in fully online courses from their pandemic peak; (2) Curricula Material Formats--Faculty find benefits in both print and digital formats, and the majority offer both to students, though required textbooks are more likely to be available digitally compared to print; (3) Curricula Material Rating--Overall, faculty give positive ratings to their materials, with higher grades related to content and lower ones related to costs; faculty using required textbooks available in a digital format give slightly higher ratings overall than those using print-only; and (4) OER Awareness and Adoption--OER awareness rose slightly this year, with an even larger rise in the number of faculty using OER as required course materials; the increased use is reflected in faculty ratings as OER materials receive more "A" grades compared to commercial publishers. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED678020 |
| Database: | ERIC |
| Abstract: | This is the 14th 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 open educational resources (OER) in higher education classrooms since 2009, providing trends on adoption and sentiments. The results also covered the abrupt transitions to remote teaching and the return to in-person instruction during and following the COVID-19 pandemic. The survey responses for this analysis were collected in April 2025, 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) Post-Pandemic Shifts--Institutions have stabilized hybrid models after pandemic-era spikes in online learning, with blended and fully online courses and digital tools becoming integral, despite a decline in fully online courses from their pandemic peak; (2) Curricula Material Formats--Faculty find benefits in both print and digital formats, and the majority offer both to students, though required textbooks are more likely to be available digitally compared to print; (3) Curricula Material Rating--Overall, faculty give positive ratings to their materials, with higher grades related to content and lower ones related to costs; faculty using required textbooks available in a digital format give slightly higher ratings overall than those using print-only; and (4) OER Awareness and Adoption--OER awareness rose slightly this year, with an even larger rise in the number of faculty using OER as required course materials; the increased use is reflected in faculty ratings as OER materials receive more "A" grades compared to commercial publishers. |
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