Who are the open learners? A comparative study profiling non-formal users of open educational...

Who are the open learners?

Dr. Rob FarrowDr. Bea de los ArcosDr. Beck PittProf. Martin WellerThe Open University, UK

#opened2015

OPEN EDUCATIONRESEARCH HUB

Farrow, R., de los Arcos, B., Pitt, R. & Weller, M. (forthcoming). Who are the open learners? A comparative study profiling non-formal users of open educational resources. European Journal of Open, Distance and E-Learning.

@philosopher1978

@oer_hub

OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research

OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research

OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research

OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research

OER Hub Study design / methodologyDemographicsOER behaviours / attitudesDiscussion & further research

• Research project 2013-2015 at The Open University (UK)

• Funded by William & Flora Hewlett Foundation

• Tasked with building the most comprehensive picture of OER impact

• Organised by eleven research hypotheses

• Collaboration model works across different educational sectors

• Global reach but with a USA focus

• Openness in practice: methods, data, dissemination

OER Research Hub

oerresearchhub.org oerhub.net

OER Evidence Report 2014

http://tinyurl.com/oerevidence

OER Data Report 2013-2015

http://tinyurl.com/oerdata

Project Co-PILOT

Study design / methodology

• Why look at non-formal learning? Finding evidence ‘in the wild’

• Collaborative, modular survey design

• Some respondents are in formal education, but not connected with OER

• Collectors on different OER repositories; active for several months

• 3127 usable responses

• Full survey data set is available from http://bit.ly/oerhubdata

Geographical spread of survey responses

8621

Under 15

15-18

19-24

25-34

35-44

45-54

55-64

65-74

Over 75

0% 5% 10% 15% 20% 25% 30% 35%

Saylor (n=2299) iTunesU (n=103) OpenLearn (n=725)

Age profiles by repository (N=3127)

Saylor (n=2257) iTunesU (n=102) OpenLearn (n=731)0%

10%

20%

30%

40%

50%

60%

70%

Male FemaleTransgender

Gender profiles by repository (N=3090)

No formal qualification

School leaving qualification (16-18 years)

Vocational qualification (i.e. practical, trade-based)

College diploma or certificate

Undergraduate/Bachelors University degree

Postgraduate/Graduate School University degree

0% 5% 10% 15% 20% 25% 30% 35% 40%

OpenLearn (n=719) iTunesU (n=104) Saylor (n=2215)

Highest prior educational qualification (N=3038)

Employed (full time)

Employed (part time)

Volunteer (full time)

Volunteer (part time)

Student (full time)

Student (part time)

Unwaged (seeking work)

Unwaged (domestic)

Unwaged (disability)

Retired

0% 10% 20% 30% 40% 50% 60%

OpenLearn (n=732) iTunesU (n=110) Saylor (n=2300)

Employment profiles by repository (N=3142)

Visual

Hearing

Speech

Mobility

Learning

Neurological

Mental

Long Term/Chronic

0% 1% 2% 3% 4% 5% 6% 7% 8% 9%

OpenLearn (n=737) iTunesU (n=102) Saylor (n=2298)D

isab

ility

Pro

file

Disability profiles by repository (N=3137)

Person

al int

erest

Family

inter

est

Profes

siona

l dev

elopm

ent

Study r

elated

to w

ork

Suppo

rt form

al stu

dies

For us

e whe

n trai

ning o

thers

at work

For us

e whe

n tea

ching

To find

infor

mation

To sha

re with

othe

rs

To impro

ve st

udy s

kills

To impro

ve 2n

d lan

guag

e skil

ls0%

10%20%30%40%50%60%70%80%90%

100%

Saylor (n=2077) iTunesU (n=94) OpenLearn (n=612)

Reasons for using OER (N=2783)

ComputingPsychology

ReligionSocial Science

Language/LinguisticsScience

MathematicsArts

LiteratureHistory

EconomicsEngineering

MedicineHealth

EducationPhysical EducationSpecial Education

Other

0% 10% 20% 30% 40% 50% 60% 70%

OpenLearn (n=496) iTunesU (n=110) Saylor (n=1750)

Subj

ect a

reas

OER repository use by subject area (N=2356)

Most popular subject areas

Repository Most popular subject 2nd ranked subject 3rd ranked subjectSaylor

(n=1750)Economics (34.2%) Computing (33.2%) Mathematics (28.2%)

OpenLearn (n=496)

Languages (29.8%) Sciences / Arts (24.6%) Computing (23.8%)

iTunesU (n=110)

Psychology (60.9%) Sciences (57.3%) Mathematics / Literature History (40.0%)

Reasons for using OER (N=3025)

The op

portu

nity t

o stud

y at n

o cos

t

The ch

ance

to try

unive

rsity-

level

conte

nt be

fore s

igning

up

The m

ateria

ls ca

n be u

sed f

lexibl

y

The m

ateria

ls ca

n be a

cces

sed a

t any

time

The m

ateria

ls ca

n be s

tudied

onlin

e

A desir

e to h

ave a

learn

ing ex

perie

nce

To find

infor

mation

(non

-form

al stu

dy)

0%10%20%30%40%50%60%70%80%90%

100%

Saylor (n=2293) OpenLearn (n=732)

Patterns of OER repository use (N=2460)

iTunes

YouTub

e

TED talks

Merlot

OpenL

earn

Khan A

cade

myJo

rumCurr

iki

Conne

xions

CK12

Wiki

book

sMIT

Creativ

e Com

mons

Saylor

MOOCs

Don't u

se re

posit

ories

0%

20%

40%

60%

80%

100%

Saylor (n=1802) iTunesU (n=104) OpenLearn (n=554)

Indicators used by non-formal learners to select OER (N=2975)

Evidence of interest from others

Ease of download/access

Reputation of creator

Open licensing for adaptation

Interactive/multimedia content

Personal recommendation

Relevance to particular need

Being required for formal study

Detailed description of resource

0% 10% 20% 30% 40% 50% 60% 70% 80%

OpenLearn (n=729) Saylor (n=2246)

Challenges faced when using OER (N=1669)

Techn

ology

prob

lems

Loca

ting r

esou

rces

Finding

subje

ct-sp

ecific

reso

urces

Finding

high

quali

ty res

ource

s

Finding

up-to

-date

resou

rces

Finding

reso

urces

relev

ant to

conte

xt

Getting

othe

rs to

acce

pt the

use o

f OER

Lack

ing O

ER adap

tation

skills

Lack

of un

derst

andin

g ope

n perm

ission

s

Lack

of tim

e

Lack

of co

nnec

tion w

ith O

ER users

Lack

of su

pport

from tu

tor/te

ache

r0%

10%

20%

30%

40%

50%

60%

Saylor (n=1175) iTunesU (n=94) OpenLearn (n=400)

Support techniques used by non-formal learners (N=1892)

Discussion via social networks

Discussion in online forums

Discussion in person

Discussion via microblogging

Discussion via videochat

Consulting and/or editing wikis

Writing or reading blogs

Writing study notes

Informal study groups

Use of a learning journal/diary

Use of additional resources such as CDs, books, video

Use of a study calendar/plan

Use of digital note-taking applications

0% 20% 40% 60% 80%

OpenLearn (n=398) Saylor (n=1494)

Behaviours relating to use/reuse/review of OER (N=907)

Adaptation of OER

Creation of OER

Publication of OER on open licence

Added OER to a repository

Reviewed quality of public OER

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

OpenLearn (n=210) Saylor (n=697)

Impact of OER use on future behavior of Saylor users (n=1858)

Take a free course / study OER

Take a paid-for course

Do further research in the subject

Download more materials from the repository

Make use of repository materials for teaching

Share repository materials with others

Recommend repository content to others

0% 20% 40% 60% 80% 100%

84.6%

19.8%

78.3%

74.9%

35.6%

57.8%

77.7%

More likely No change Less likely Don't know

Impact of OER use on future behavior of iTunesU users (n=94)

Take a free course / study OER

Take a paid-for course

Do further research in the subject

Download more materials from the repository

Make use of repository materials for teaching

Share repository materials with others

Recommend repository content to others

0% 20% 40% 60% 80% 100%

81.9%

23.4%

83.0%

86.2%

36.2%

59.6%

69.1%

More likely No change Less likely Don't know

Impact of OER use on future behavior of OpenLearn users (n=583)

Take a free course / study OER

Take a paid-for course

Do further research in the subject

Download more materials from the repository

Make use of repository materials for teaching

Share repository materials with others

Recommend repository content to others

0% 20% 40% 60% 80% 100%

86.1%

31.4%

77.7%

73.2%

29.2%

44.8%

73.9%

More likely No change Less likely Don't know

discussion & takeaway pointsprofiling users of oer repositories

iTunesU channel users were much more likely to be younger and were mostly male. They are often in full time education and use OER on an informal basis outside of their formal studies to pursue interest in a wide range of subjects

Saylor Academy users are more likely to be in employment and already in possession of a degree. They tended to be middle aged and primarily motivated by professional development.

OpenLearn users were more likely to be older, retired, and female, and had a higher proportion of users who were motivated mainly by personal interest (though 40% are in full time employment).

discussion & takeaway points

discussion & takeaway points• Data about prior qualification supports idea that OER

mainly used by already educated

discussion & takeaway points• Data about prior qualification supports idea that OER

mainly used by already educated• Very high degree of satisfaction with OER across all

repositories

discussion & takeaway points• Data about prior qualification supports idea that OER

mainly used by already educated• Very high degree of satisfaction with OER across all

repositories• However, this doesn’t necessarily equate to

increased likelihood of formal study

Impact of OER repository on likelihood of future study

Repository More likely to study formally Less likely to study formallySaylor

(n=1858)19.8% 19.9%

OpenLearn (n=583)

31.4% 13.9%

iTunesU (n=94)

23.4% 25.5%

discussion & takeaway points• Data about prior qualification supports idea that OER

mainly used by already educated• Very high degree of satisfaction with OER across all

repositories• However, this doesn’t necessarily equate to

increased likelihood of formal study• Most learners use a small number of repositories and

indicate little awareness of OER as concept/method

discussion & takeaway points• Data about prior qualification supports idea that OER

mainly used by already educated• Very high degree of satisfaction with OER across all

repositories• However, this doesn’t necessarily equate to

increased likelihood of formal study• Most learners use a small number of repositories and

indicate little awareness of OER as concept/method• High level of ‘adaptation’

discussion & takeaway pointsrelation to project hypotheses

Many factors appear to be at play, including: detailed metadata; subject area and level of study; format; perceived relevance; reputation of repository or creator; evident learning outcomes; ease of access; and evidence of interest from others. Less important factors included open licensing and attractive presentation.

Non-formal learners use a variety of indicators when selecting OER

Non-formal learners use a wide range of study techniques, with taking notes; reading and writing blogs; discussion both online and in person among the most commonly reported techniques.

Non-formal learners adopt a variety of techniques to compensate for the lack of formal support, which can be supported in open courses

Open education acts as a bridge to formal education, and is complementary, not competitive, with it

Open education acts as a bridge to formal education, and is complementary, not competitive, with it

For many learners OER use makes them feel more likely to embark on formal study but there also appears to be a significant minority of non-formal learners who believe their learning needs are being met without the need for a more supported or formalized experience.

Non-formal means of assessment are motivators to learning with OER

Non-formal means of assessment are motivators to learning with OER

Online assessments / badges were not identified as a major motivating factor; though they may be more important in the context of MOOC where learning assessment and certification is more central.

Farrow, R. de los Arcos, B., Pitt, R. & Weller, M. (forthcoming). Who are the open learners? A comparative study profiling non-formal users of open educational resources. European Journal of Open, Distance and E-Learning.

• Research into open education and strategies for building worldwide open education research capacity

• Available for research & consultancy (short & long term)• Current projects include:

Open Education Research Hub

http://oerworldmap.org

Thanks for listening!oerhub.netoermap.orgrob.farrow@open.ac.uk@philosopher1978