Tag Archives: impact

OCWC Global 2014


CC BY-NC celTatis

I love this photo. The fourth dragon that guards Zmajski Most, one of the bridges over Ljubljanica river in Ljubljana, Slovenia. I was there in April to present at OCWC Global 2014; I took it on a quick rambling out, while I searched for a scarf to cover an accidental spillage of marmalade over the one and only item of formal attire that I had packed, which would spare me the embarrassment of collecting an award wearing a sticky, albeit elegant black jacket. OCWC Global 2014 certainly knocked OpenEd 13 off the top spot in my list of great-to-have-been-here conferences. There was a lot of work, some happy chats and more serious conversations, glorious food to partake and the odd Laško, always in very good company. Below are the slides for my talk Flipping with OER: K12 teachers’ views of the impact of open practices on students, and also the recording; you can read the proceedings here, and if you are curious about what else happened to the OER Research Hub team, I’m happy to refer you to A is for April, the post I wrote in the project’s blog.

Flipping with OER: K12 teachers’ views of the impact of open practices on students



Flipped Learning and OER: Survey Results

Yesterday the Flipped Learning Network (FLN) announced a formal definition of ‘flipped learning’, a timely reminder for me to share the results of the survey that the OERRHub Project conducted with flipped educators to find out about their use of open educational resources (OER). I blogged about our relationship with the FLN and how this research piece came to be at the launch of an infographic featuring some of these data; here comes a recap and more.


109 U.S. teachers practising flipped learning in their K12 classrooms completed the questionnaire. A majority (68.8%, n=75) have over ten years of teaching experience but have been using the flipped model for two or less than two years (91.7%, n=100). Subject-wise Science (37.3%, n=40) and Math (32.7%, n=35) top the poll, followed by Social Studies (20.6%, n=22) and World Languages (10.3%, n=11). More teachers are flipping their classrooms in the higher grades –67.8% (n=74) in K9-12 as opposed to 8.2% (n=9) in K2-5. Most teach in suburban schools (63.2% n=67), while rural and urban communities figure less often, 20.7% (n=22) and 16% (n=17) respectively. 61.5% (n=67) of respondents are based in districts where the percentage of students on free or reduced lunch is below 50%. This profile is consistent with that reported in June 2012 following a previous survey of 450 flipped educators, on which we based our demographic questions (see Improve student learning and teacher satisfaction in one Flip of the Classroom). In other details, we learn that a huge majority of these teachers have accessed the internet at home using a broadband connection (98.2%, n=107); they present their work at staff development events (74.8%, n=80) but are not in the habit of publishing their teaching presentations publicly online (11.2%, n=12).

To use or to adapt, is that the question?

Not really, the percentage of teachers who say they adapt resources to fit their needs in a flipped classroom (82.5%, n=90) is much higher that those who report using resources as they find them (17.4%, n=19). The pattern is repeated across grade levels (see chart below). Note that only 2 teachers in K2 answered the survey.


Types of resources

It does not come as a surprise that 95.3% of respondents select videos when asked to indicate the types of free online resources they use in the flipped classroom; after all, moving instruction outside the group learning space into the individual learning space, the essence of a flipped class, is most commonly done by means of recording videos and asking kids to watch them as homework. The percentage of teachers who report they use images is even higher (96.2%, n=102) but other online resources slip down the ranks: 56.6% (n=60) use interactive games, 51.9% (n=55) use tutorials and 46.2% (n=49) quizzes. What is interesting is that when compared with the types of resources flipped educators create, images drop to 33.3% (n=30) while videos keep their high position (83.3%, n=75).  This clearly suggests that teachers are following the advice from flipped class pioneer Jon Bergmann that making your own videos helps teachers establish a relationship with students. What I find puzzling is that in an age when it is so easy to snap and share, these teachers are mainly consumers and not producers of images.  Another interesting point was noted by Kari Arfstrom, Executive Director of the FLN, during her visit last September: the difference between teachers who create and use quizzes is slightly skewed towards production, 57.8% (n=52) against 46.2% (n=49), perhaps an indication that they prefer to set their own tests, as they have a better overview of how students have responded to the content taught.

Types Used vs Adapted

Creating OER?

43.3% (n=42) of teachers in our sample report that they create resources and share them publicly online; however, the number of teachers who say that they create resources and share them publicly online under a Creative Commons license drops significantly to 5.1% (n=5). In connection with this, 47.2% (n=46) say that they are familiar with the CC logo and its meaning, which still leaves an important proportion of respondents declaring that they either have not seen the CC logo, or they have seen it but do not know what it means. As for open licensing, 70.1% (n=68) consider it is important or very important when using resources in their teaching.

Repositories and sharing

The chart below shows the most common repositories accessed by flipped educators in our sample when looking for free online resources. YouTube, YouTubeEdu and YouTubeSchool (93.4%, n=99), together with TED talks (66.9%, n=71) and iTunesU (54.7%, n=58) unsurprisingly rank amongst the most popular. Slightly unexpected in my opinion is how little knowledge there is of major repositories of resources for the K12 sector –note, for instance, CK12 (16.9%, n=18) or Curriki (7.5%, n=8).


What do teachers do when they access these repositories? The most common behaviour is downloading resources, 81.4% (n=70). Then 38.3% (n=33) say that they have uploaded a resource, 30.2% (n=26) that they have added comments regarding the quality of a resource, and 15.1% (n=13) that they have added comments suggesting ways of using a resource. The most popular way of sharing is via email (89.5%, n=94) and in person (67.6%, n=71).

Purposes of using OER

The chart below shows responses to the question For which of the following purposes have you used free online resources in the context of flipped learning?


Challenges to using OER

When asked about the challenges that they most often face when using free online resources, 70.4% (n=69) of respondents in our sample indicate that they do not have enough time to look for suitable material;  for 65.3% (n=64) it is finding resources of sufficient high quality, and for 59.1% (n=58) finding suitable resources in their subject area. Equally interesting is what they consider the smallest challenges: not knowing how to use the resources in the classroom (7.1%, n=7); lacking institutional support for their use of free online resources (13.2%, n=13); and resources not being aligned with professional standards or regulation (14.2%, n=14). If anyone doubted the technical abilities of teachers, only 15.3%  (n=15) think that not being skilled enough to edit resources to suit their own context is a barrier to using OER. And a personal favourite of mine: a skimpy 29.5% (n=29) declare that not knowing whether they have permission to use or modify resources would actually stop them from using them. If we imply then that roughly 70% know when they are allowed to adapt a resource (which is consistent with the number of teachers who say they care about open licensing), how come the percentage of those aware of Creative Commons licenses is much smaller?

Impact on teaching practices

93.8% (n=91) of K12 teachers in our sample agree or strongly agree that as a result of using OER in the flipped class they use a broader range of teaching and learning methods –indeed I would argue that this is exactly what the flipped model facilitates: what is the best use of my classroom time? Not lecturing at students for forty minutes but opening up the space to different, more engaging and participative ways of learning. 89.7% (n=87) agree or strongly agree that they make use of a wider range of multimedia, and 88.6% (n=86) that they reflect more on the way that they teach. Where K12 teachers say their use of OER has had the least impact on their teaching practice can be listed as follows:

  • I make more use of culturally diverse resources (51.4%, n=49)
  • I have more up-to-date knowledge of my subject area (69%, n=67)
  • I more frequently compare my own teaching with others (70.1%, n=68)
  • I collaborate more with colleagues (70.1%, n=68)

Impact on students

91% (n=81) of teachers agree or strongly agree that their use of OER allows them to better accommodate the needs of diverse learners, a thought that resonates with the benefits of flipping the class: teachers have more one-to-one time with students, and students are often allowed to progress at their own pace.  It has been previously recorded (see for instance A Case Study: Flipped Learning Model Increases Student Engagement and Performance) that flipping the classroom makes for happier students; flipping with OER does not seem to deviate from this: 85.2% (n=75) of K12 teachers agree or strongly agree that their use of OER in the flipped class increases learners’ satisfaction with the learning experience. In third spot comes a statement that invites to think of teaching as forging personalities: 81.8% (n= 71) agree or strongly agree that their OER use helps develop learners’ increased independence and self-reliance. At the other end of the spectrum, only 42% (n=37) agree or strongly agree that using OER has any bearing on students at risk of withdrawing actually continuing with their studies; 52.8% (n=47) that it leads to learners becoming interested in a wider range of subjects than before; and 59.5% (n=53) that it increases their enthusiasm for future study.