Open Educational Resources (OER) Efficacy and Experiences: A Mixed Methods Study

This study compared course passing and completion rates of undergraduate students to determine if there was any relationship between use of open educational resources (OER) and these two outcomes. Students who took OER courses and faculty who taught with OER shared their perceptions of the impact of...

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Bibliographic Details
Published in:Portal (Baltimore, Md.) Md.), 2023-10, Vol.23 (4), p.773-798
Main Author: Mayer, Jennifer
Format: Article
Language:English
Subjects:
Academic achievement
College faculty
College students
Community colleges
Cost control
Education
Educational objectives
Educational Research
Educational Resources
Enrollments
Funding
Government grants
Higher education
Learner Engagement
Learning
Learning outcomes
Mixed methods research
Open educational resources
Outcomes of Education
Pedagogy
Perceptions
Qualitative research
Quantitative analysis
Research methodology
Student attitudes
Student retention
Success
Teachers
Teaching methods
Textbooks
Undergraduate Students
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Summary:This study compared course passing and completion rates of undergraduate students to determine if there was any relationship between use of open educational resources (OER) and these two outcomes. Students who took OER courses and faculty who taught with OER shared their perceptions of the impact of such resources on learning outcomes and teaching methods. The quantitative analysis revealed that using OER had a positive impact on course passing rates (7 percent increase) and completion rates (10 percent increase) for all students. The qualitative analysis revealed the student perception that OER had some positive impact on their course participation and ability to pass, but less influence on course completion. Faculty perceived little to no increase in passing or completion rates. As a result of OER, students and faculty observed a significant increase in student engagement, and all faculty reported an evolution in pedagogical approaches.
ISSN:1531-2542
1530-7131
1530-7131
DOI:10.1353/pla.2023.a908701