Figures and Illustrations
Raje, S.
“A comparison of OER materials and traditional resources in general chemistry.”
Figure 1. Grade Distribution
Caption: Grade distribution for same instructor with different materials Fall 2019 and Fall 2021
Alt Text: Two bar charts show student grades in courses using publisher vs. instructor-created OER materials, segmented by Pell Grant status. Both charts indicate higher success rates (fewer D/F grades and withdrawals) for all students, and especially for Pell Grant recipients, in courses using OER materials.
Creator: Sonali Raje
License:
Figure 2. Grade Comparison Publisher Materials Pre/Post Pandemic
Caption: Comparison of grades using publisher materials pre and post pandemic
Alt Text: Two bar charts compare Fall 2021 student grades using publisher materials (left) and instructor-created OER materials (right), with grades broken down into ABC, D/F, and W. Each grade category is further segmented by students who received a Pell Grant (white bar) and those who did not (black bar). The data suggests higher overall and Pell Grant student success rates with OER materials.
Creator: Sonali Raje
License:
Figure 3. Grade Comparison
Caption: Comparison of grades between publisher and OER materials in Fall 2021
Alt Text: Two bar charts compare Fall 2021 grades using publisher materials (N=105) and instructor-created OER (N=59), showing differences in ABC, DF, and W outcomes for Pell and non-Pell students.
Creator: Sonali Raje
License:
Figure 4. Is OER Useful?
Caption: Student survey of utility of OER materials
Alt Text: Bar chart titled “Is OER Useful? Spring 2022” compares two course sections. In Section 1, 57% found OER useful, 7% not useful, and 36% neither. In Section 2, 39% found OER useful, 7% not useful, and 51% neither.
Creator: Sonali Raje
License:
Marshman, A., Nicewinter, J., and Winn, P.
“OER in the community college art history classroom: A case study for student success.”
N/A
Li, M.
“Testing and advancing OER design and pedagogy: A case from teaching programming to non STEM
N/A
Hurford and Lindsay
“Research the impact of PALSave: Advancing affordable education in private colleges.”
Figure 1: Student Familiarity
Caption: N/A
Alt Text: Bar chart comparing familiarity with open textbooks and OER between 2021 and 2024. In 2021, most respondents were “Somewhat Aware,” with fewer being “Very Aware.” By 2024, the number of “Very Aware” respondents increased significantly, nearly matching those “Aware of Some Use Cases,” while fewer reported low awareness.
Creator: Beth Daniel Lindsay
License: CC BY
Figure 2: Student Awareness of Use
Caption: N/A
Alt Text: Bar chart showing how open textbooks or OER were used in courses in 2021 (N=29, gray bars) and 2024 (N=41, red bars). In 2021, most respondents reported OER were “Used as required,” fewer “Not used,” and small numbers “Used as supplemental.” In 2024, “Used as required” and “Not used” were about equal, with fewer reporting “Used as supplemental” or “Don’t know.”
Creator: Beth Daniel Lindsay
License: CC BY
Figure 3. Experiences With Students
Caption: N/A
Alt Text: Stacked bar chart titled “Experiences with students” comparing 2021 and 2024. Categories include students sharing texts, students with no access to the text, students doing poorly because of no textbook, and students purchasing outdated texts. Responses are divided into “Never” (red), “Occasionally” (gray), and “Frequently” (black). Most experiences fall in the “Occasionally” range across both years, with fewer in “Never” and small portions in “Frequently.” Notably, reports of students doing poorly because of no textbook and purchasing outdated texts show higher levels of “Never” in 2024 compared to 2021.
Creator: Beth Daniel Lindsay
License: CC BY
Figure 4. Who Cares
Caption: N/A
Alt Text: Bar chart showing students rate faculty and Wabash lower than faculty do on attention to affordability, though student ratings rise from 2021 to 2024.
Creator: Beth Daniel Lindsay
License: CC BY
Figure 5. Student Experiences
Caption: N/A
Alt Text: A stacked bar graph titled “Student experiences” shows that the cost of required textbooks has negatively impacted students. The graph compares data from 2021 and 2024, with bars representing students who have had to drop, withdraw from, or not register for a course due to textbook costs. The data is broken down into four categories: “Never,” “Seldom,” “Occasionally,” and “Frequently.”
Creator: Beth Daniel Lindsay
License: CC BY
Burtis, A. and Horton, J.
“Bridging the data gap: A case for standardized reporting on OER faculty incentive programs.”
N/A
Chae, B.
“A toolkit for statewide mixed-methods research on OER adoption: A case study from Washington’s Community and Technical Colleges.”
Figure 1.
Caption: Note. Provided as an example of how to visually present qualitative findings, in line with the strategy Incorporate Visual Representations included in Table 1 of A Toolkit for Replicable OER Research.
Alt Text: Bar chart comparing familiarity with open textbooks and OER between 2021 and 2024. In 2021, most respondents were “Somewhat Aware,” with fewer being “Very Aware.” By 2024, the number of “Very Aware” respondents increased significantly, nearly matching those “Aware of Some Use Cases,” while fewer reported low awareness.
Creator: Beth Daniel Lindsay
License: CC BY
Clinton-Lisell, V.
“A series of studies on social annotation: How they came to be.”
N/A
Harmon, S.
“Marking the Trail for OER/ZTC: Canada College’s Journey in the ZTC Landscape.”
Figure 1. Devices Used to Access Materials
Caption: Devices used to access materials, Canada College ZTC/LTC Student survey, Fall 2022. n=114
Alt Text: Bar chart titled “What devices do you use to access your materials?” The chart shows four bars representing different devices and the number of responses for each. The results are: Laptop/Desktop computer with 111 responses, Tablet with 23 responses, Smartphone with 57 responses, and Paper/Print copy with 20 responses.
Creator: Sarah Harmon
License: CC BY
Figure 2. Student Notetaking Activity
Caption: Student notetaking activity, Cañada College ZTC/LTC Student Survey, Fall 2022. n=113
Alt Text: Bar chart titled “How do you take notes with respect to these materials?” The chart shows four bars representing different note-taking methods and the number of responses for each. The results are: Hand-write in notebook with 89 responses, Type in a Word or Google document with 47 responses, Use note-taker app with 18 responses, and Other with 4 responses.
Creator: Sarah Harmon
License: CC BY
Figure 3. Students Looking for ZTC LTC Courses
Caption: Students looking for more ZTC/LTC courses in Spring 2023. Cañada College ZTC/LTC Student Survey, Fall 2022. n=106
Alt Text: Pie chart titled “More ZTC/LTC Courses for Spring 2023?” The chart shows three categories: Definite % at 58.49% (blue), Maybe % at 33.96% (orange), and Not at all % at 7.55% (grey).
Creator: Sarah Harmon
License: CC BY
Figure 4. Students Recommending ZTC LTC
Caption: Students recommending ZTC/LTC courses to other students. Cañada College ZTC/LTC Student Survey, Fall 2022. n=104
Alt Text: Pie chart titled “Recommend ZTC/LTC to other students?” The chart shows three categories: Definitely % at 71.15% (blue), Maybe % at 25.96% (orange), and Not at all % at 1.92% (grey).
Creator: Sarah Harmon
License: CC BY
Figure 5. Enrollment Trends
Caption: Enrollment Trends of ZTC/LTC Courses versus All Other Courses, Fall 2020 through Spring 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Enrollment Trends, ZTC/LTC vs. Other, 2020-2023.” The chart compares enrollment percentages for ZTC/LTC courses and other courses based on when students enrolled relative to the section start date.
Creator: Sarah Harmon
License: CC BY
Figure 6. Pandemic Era Success Retention
Caption: Pandemic-Era Success and Retention, ZTC/LTC Sections vs. All Other Sections, Spring 2021-Summer 2022. Source: Cañada PRIE
Alt Text: Bar chart titled “Pandemic-Era Success and Retention (Spring 2021-Summer 2022).” The chart shows five groups of four bars each, representing data from Spring 2021, Summer 2021, Fall 2021, Spring 2022, and Summer 2022. Within each group, the bars represent ZTC/LTC Retention (blue), Other Retention (orange), ZTC/LTC Success (grey), and Other Success (yellow).
Creator: Sarah Harmon
License: CC BY
Figure 7. Post-Pandemic Era Success Retention
Caption: Post-Pandemic-Era Success and Retention, ZTC/LTC Sections vs. All Other Sections, Fall 2022-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Post-Pandemic Success and Retention (Fall 2022-Fall 2023).” The chart shows four groups of four bars each, representing data from Fall 2022, Spring 2023, Summer 2023, and Fall 2023. Within each group, the bars represent ZTC/LTC Retention (blue), Other Retention (orange), ZTC/LTC Success (grey), and Other Success (yellow).
Creator: Sarah Harmon
License: CC BY
Figure 8. Retention by Ethnicity
Caption: Retention Rates by Ethnicity, ZTC/LTC Sections vs. All Other Sections, Fall 2020 through Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Retention by Ethnicity, ZTC/LTC vs. Other, 2020-2023.” The chart compares the retention rates of ZTC/LTC courses to other courses, with data broken down by ethnicity. The ethnic groups included are CAN, American Indian/Alaska Native, Asian, Black/African American, Filipino, Hispanic, Pacific Islander, White Non-Hispanic, Multiraces, and Unknown.
Creator: Sarah Harmon
License: CC BY
Figure 9. Success by Ethnicity
Caption: Success Rates by Ethnicity, ZTC/LTC Sections vs. All Other Sections, Fall 2020 through Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Success by Ethnicity, ZTC/LTC vs. Other, 2020-2023.” The chart compares the success rates of ZTC/LTC courses to other courses, with data broken down by ethnicity. The ethnic groups included are CAN, American Indian/Alaska Native, Asian, Black/African American, Filipino, Hispanic, Pacific Islander, White Non-Hispanic, Multiraces, and Unknown.
Creator: Sarah Harmon
License: CC BY
Figure 10. Retention by Gender
Caption: Retention Rates by Gender, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Retention by Gender, ZTC/LTC vs. Other, 2020-2023,” comparing the retention rates of ZTC/LTC courses and other courses. The data is broken down by gender: CAN, Female, Male, and Unreported.
Creator: Sarah Harmon
License: CC BY
Figure 11. Success by Gender
Caption: Success Rates by Gender, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart titled “Success by Gender, ZTC/LTC vs. Other, 2020-2023,” comparing the success rates of ZTC/LTC courses and other courses. The data is broken down by gender: CAN, Female, Male, and Unreported.
Creator: Sarah Harmon
License: CC BY
Figure 12. Retention by Income
Caption: Retention Rates by Income, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart comparing retention rates of ZTC/LTC courses versus other courses for three student groups: CAN, Low Income, and Not Low Income.
Creator: Sarah Harmon
License: CC BY
Figure 13. Success by Income
Caption: Success Rates by Income, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: The chart compares the success rates of ZTC/LTC (Zero-Textbook Cost/Low-Textbook Cost) courses versus other courses across three income-based student groups: CAN: This group shows 72.1% success for ZTC/LTC and 72.4% for Other. Low Income: This group shows 67.2% success for ZTC/LTC and 69.1% for Other. Not Low Income: This group shows 73.9% success for ZTC/LTC and 73.7% for Other.
Creator: Sarah Harmon
License: CC BY
Figure 14. Retention by First Gen
Caption: Retention Rates by First Generation vs. All Other Students, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart comparing the retention rates of ZTC/LTC courses versus other courses for four student groups: CAN, First Gen, Not First Gen, and Unreported.
Creator: Sarah Harmon
License: CC BY
Figure 15. Success by First Gen
Caption: Success Rates by First Generation vs. All Other Students, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart comparing success rates of ZTC/LTC courses versus other courses for four student groups: CAN, First Gen, Not First Gen, and Unreported.
Creator: Sarah Harmon
License: CC BY
Figure 16. Retention by Promise Scholars
Caption: Retention by Promise Scholars
Alt Text: Bar chart comparing the retention rates of ZTC/LTC courses versus other courses for three different groups: CAN, Current/Former Promise Scholar Program students, and students who were never part of the program
Creator: Sarah Harmon
License: CC BY
Figure 17. Success by Promise Scholars
Caption: Success Rates by Participation in Promise Scholars Program, ZTC/LTC Sections vs. All Other Sections, Fall 2020-Fall 2023. Source: Cañada PRIE
Alt Text: Bar chart comparing the success rates of ZTC/LTC courses versus other courses for three different groups: CAN, Current/Former Promise Scholar Program students, and students who were never part of the program.
Creator: Sarah Harmon
License: CC BY
O’Reilly, J
“What Maang (Loon) helped us to see: An Etuaptmumk approach to annalyzing learner perceptions of OER-enabled pedagogy”
Image One: Maang
Caption: A visual depiction of Maang, Loon. The seven white ovals represent the idographic accounts of the seven learners who shared their perspectives with me. Taken together, they represent the cross-case analysis that Maang helped me carry forward in my dissertation study.
Alt Text: Stylized illustration of a loon in profiile, with a black body, red eye, and seven white spots on its back.
Creator: Jessica O’Reilly
License: CC BY
Image Two: Turtle
Caption: Preparing for the cross-case analysis
Alt Text: A carved wooden turtle sits on a stone surface surrounded by seven small stacks of round white paper pieces arranged in a circle.
Creator: Jessica O’Reilly
License: CC BY
Image Three: Maang Drum
Caption: The Maang Community Hand Drum
Alt Text: A hand drum with a natural tan surface features a black painted design of three loons, one large, one small one on its back, and one smaller above them. A drumstick with a padded sueded head rests in front of the drum on a wooden table, with a brown leather couch in the background.
Creator: Jessica O’Reilly
License: CC BY
Lazzara, J.
“Designing OER research: A practical case study of investigating OER and teaching approaches.”
Figure 1. 3P model of student learning
Caption: 3P model of student learning (Biggs, 1993, Biggs, Kember & Leung, 2001)
Alt Text: Diagram of the 3P model showing how student factors and teaching context (Presage) shape learning activities (Process) that lead to learning outcomes (Product)
Creator: Kember, D. and Leung, D
License: All Rights Reserved
Figure 2. The Relational 3P
Caption:The relational 3P model from Trigwell and Prosser (2020; adapted from Trigwell, Prosser, and Waterhouse 1999, 60).
Alt Text: Diagram of the Relational 3P model showing how students’ and teachers’ conceptions and the academic context (Presage) shape emotions, perceptions, and approaches (Process), which then influence students’ learning outcomes (Product).
Creator: Trigwell, K. and Prosser, M.
License: All Rights Reserved
Petrovic, K.
“Unravelling the complexities of pre-licensure nursing education in an open and online university.”
N/A
Jhangiani, R.
“Reflecting on a decade of open education scholarship.”
N/A
