Effects of Open Textbook Adoption on Teachers’ Open Practices


  • Stacie L Mason Brigham Young University
  • Royce Kimmons Brigham Young University




textbooks, open education, educational practices, open pedagogies, open educational resources, OER


The purpose of this qualitative study was to understand whether certain theoretical benefits that open educational resources (OER) might have on teacher practice were being realized by a group of secondary teachers using open science textbooks.  In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness.  Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously.  Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format.  For example, participants described linking textbook content to other online resources.  In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.

Author Biographies

Stacie L Mason, Brigham Young University

PhD Student
Brigham Young University
Instructional Psychology and Technology

Royce Kimmons, Brigham Young University

Royce Kimmons, PhDAssistant ProfessorBrigham Young UniversityDavid O. McKay School of EducationInstructional Psychology & Technology



How to Cite

Mason, S. L., & Kimmons, R. (2018). Effects of Open Textbook Adoption on Teachers’ Open Practices. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3517



Research Articles