Open educational resources for all? Comparing user motivations and characteristics across The Open

University’s iTunes U channel and OpenLearn platform

Patrina Law, Open Media Unit, The Open University

Leigh-Anne Perryman, OER Research Hub, The Open University

Andrew Law, Open Media Unit, The Open University

“Advancement and dissemination of learning and knowledge … to promote the general

wellbeing of the community.”

2

The hypothesis:

Open education models lead to more equitable access to education, serving a broader base of learners than traditional education.

Online survey (n=1067)Disabled: 19%English first language: 81%UK resident: 66%

Online survey (n=2,208)Disabled: 13%English first language: 53%UK resident: 14%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Under 15years

15 – 18 years 19 – 24 years 25 – 34 years 35 – 44 years 45 – 54 years 55 – 64 years 65 - 74 years Over 74years

Prefer not tosay

iTunes U

OpenLearn

Online survey (n=1067)Formal students (14%)Informal learners (87%)Educators (16%)

0%

5%

10%

15%

20%

25%

30%

35%

School leaving Vocational qual College dip/cert UG degree PG degree None

iTunes U

OpenLearn

Online survey (n=2,208)Formal students (38%)Informal learners (42%)Educators (18%)

The green figures highlight where disabled or unwaged users are above the overall percentage for that qualification category, the red figures show where they are below the overall percentage.

Non native English speakers residing in English speaking countries

iTunes U OpenLearn

% of respondents

in English-

speaking countries

English not first

language

% of respondents

in English-

speaking countries

English not first

language

49.39% 11.18% 66.45% 27.00%

Comparison of UK national data and survey data

UK national

data

iTunes U OpenLearn

Percentage of working

age adults living in the

UK who are disabled

16%* 15% in UK sample 18% in UK sample

Percentage living in the

UK with English not as

first language

8%** 9% in UK sample 10% in UK sample

*Department for Work and Pensions, Disability Facts and Figures, 2013**Office for National Statistics, 2013

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

All -- less likely totake a paid-for

course

Informal learners-- more likely to

take paid-forcourse

Formal students -- more likely totake a paid-for

course

All -- more likelyto take a freecourse in thesubject area

All -- stronglyagree -- use OUmaterials withconfidence for

factual accuracy

iTunes U

OpenLearn

“I have tended to use these free modules from OU and elsewhere as tasters to help me decide on more formal distance learning courses.”

“…I would be prepared to pay for whole courses if I could afford them but I can't…”

“As a pensioner I cannot afford to pay for education, never the less I still feel the need to learn and achieve.”

Open education models lead to more equitable access to education, serving a broader base of learners than

traditional education

?

How are we responding to this data?

Key differences

between platforms

Short, medium + long term

action

1. Extend syndication2. Build badging infrastructure3. Improve ‘course’ experience (OpenLearn)4. Explore mobile optimisation5. Commissioning fine tuned to underserved groups e.g.

disabled/unwaged

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%

iTunes U

OpenLearn

Ensure analytics give insight into underserved groups e.g. disabled, unwaged.

Ensure accessibility of online content. Provide multiple formats.

Provide mobile optimisation. Develop entry-level content to build

learners’ confidence. Consider non-native English speakers.

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