By way of a quantitative survey administered to faculty and staff of Athabasca University in September 2012, this article pursues open educational resource (OER) use and creation with intent to identify factors that may increase both. The study was conducted in response to questions about staff and faculty use, the types of OER being used, the factors that support OER use, the creation of OER by staff and faculty, the types of OER being created by faculty and staff, and the factors that facilitate new OER creation.
1,300 participants were invited to participate in the survey. 154 respondents materialized, 90 of which offered complete responses. Researchers consulted both complete and incomplete responses in their analysis. Findings indicated that recognition did not drive faculty use and creation. Rather, the researchers liken faculty opinion of “emotional ownership” (Pawlowski, 2012) in that faculty and staff who design learning are more likely to want their students to succeed.
Self-selection is a major limitation to the study (and the elective participation funding it). Because of self selection, there may be motives (administrators) or fluencies (tech-savviness) that sponsored certain populations to participate over others.