Assessing the OER & Textbook Experience at UTSA

Presents UTSA student and faculty feedback collected through the DOERS Student Success Through OER Rubric Grant: Fall 2024-Spring 2025

Perceptions & Priorities

Most faculty believe other faculty in their academic department perceive OER either neutrally or favorably (55%), with no respondents reporting very unfavorable perceptions. However, a notable portion is uncertain or unaware of departmental sentiment.

  • 30% (17) Neutral
  • 28% (16) don't know
  • 25% (14) Favorable
  • 9% (5) Very favorable
  • 9% (5) Unfavorable

While many respondents are unsure about OER quality, those who have evaluated it mostly rate it as acceptable to good, with relatively few reporting poor or very poor quality.

  • 35% (20) Don't know
  • 26% (15) Good quality
  • 23% (13) Acceptable quality
  • 7% (4) Poor quality
  • 5% (3) Very poor quality

Faculty prioritize accuracy, clarity, and appropriateness for course level when evaluating educational resources.

Details

1st Priority

  • 24 responded Content Accuracy & Technical Accuracy

  • 15 responded Clarity, Comprehensibility & Readability
  • 8 said Appropriate for Level of Course/Student
  • 6 said Adaptability & Modularity
  • 3 said Accessibility

 

2nd Priority

  • 20 responded Clarity, Comprehensibility & Readability

  • 16 responded Content Accuracy & Technical Accuracy
  • 12 responded Appropriate for Level of Course/Student
  • 4 responded Availability of Supplementary Resources
  • 3 said Accessibility

 

3rd Priority

  • 14 responded Appropriate for Level of Course/Student

  • 13 responded Clarity, Comprehensibility & Readability
  • 13 responded Content Accuracy & Technical Accuracy
  • 9 responded Adaptability & Modularity
  • 5 responded Accessibility

 

4th Priority

  • 17 responded Adaptability & Modularity

  • 13 responded Appropriate for Level of Course/Student
  • 11 responded Accessibility
  • 7 responded Availability of Supplementary Resources
  • 7 responded Clarity, Comprehensibility & Readability

 

5th Priority

  • 19 responded Accessibility

  • 17 responded Adaptability & Modularity
  • 9 responded Availability of Supplementary Resources
  • 9 responded Appropriate for Level of Course/Content
6th Priority

  • 33 responded Availability of Supplementary Resources

  • 16 responded Accessibility
  • 6 responded Adaptability & Modularity

Priority Details

A strong majority (93%) of respondents ranked content accuracy and technical accuracy among their top three priorities, highlighting its critical importance in evaluating educational resources.

  • 42% (24) 1st Priority
  • 28% (16) 2nd Priority
  • 23% (13) 3rd Priority
  • 4% (2) 4th Priority
  • 2% (1) 5th Priority
  • 2% (1) 6th Priority

31% of respondents consider adaptability and modularity to be a top-three priority when evaluating educational resources, emphasizing the importance of flexibility in course design.

  • 30% (17) 5th Priority
  • 30% (17) 4th Priority
  • 16% (9) 3rd Priority
  • 11% (6) 1st priority
  • 11% (6) 6th Priority
  • 4% (2) 2nd Priority

Most respondents consider appropriateness for course/student level to be a moderately high priority, with the majority ranking it within their top four considerations when evaluating educational resources.

  • 25% (14) 3rd Priority
  • 23% (13) 4th Priority
  • 21% (12) 2nd Priority
  • 16% (9) 5th Priority
  • 14% (8) 1st Priority
  • 2% (1) 6th Priority

19% of respondents ranked accessibility (ADA compliance) within their top three priorities,

  • 33% (19) 5th Priority
  • 28% ( (16) 6th Priority
  • 19% (11) 4th Priority
  • 9% (5) 3rd Priority
  • 5% (3) 2nd Priority
  • 5% (3) 1st Priority

Supplementary resources like test banks and quizzes are largely seen as a lower priority by the majority of respondents.

  • 58% (33) 6th Priority
  • 16% (9) 5th Priority
  • 12% (7) 4th Priority
  • 7% (4) 2nd Priority
  • 5% (3) 3rd Priority
  • 2% (1) 1st Priority