Effectiveness of OER Use in First-Year Higher Education Students' Mathematical Course Performance: A Case Study
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| Title: | Effectiveness of OER Use in First-Year Higher Education Students' Mathematical Course Performance: A Case Study |
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| Language: | English |
| Authors: | Venegas-Muggli, Juan I., Westermann, Werner |
| Source: | International Review of Research in Open and Distributed Learning. Apr 2019 20(2):204-222. |
| Availability: | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Educational Resources, Instructional Effectiveness, College Freshmen, College Mathematics, Foreign Countries, Web Sites, Textbooks, Teacher Attitudes, College Faculty, Student Attitudes, Synchronous Communication, Scores, Attendance, Access to Education, Relevance (Education), Electronic Learning, Blended Learning, Student Characteristics, Educational Quality, Achievement Gains, Schools of Education, Engineering Education |
| Geographic Terms: | Chile |
| ISSN: | 1492-3831 |
| Abstract: | This article examines the effect of two Open Educational Resources (OER)--Khan Academy Collection and a teacher-authored open textbook--on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers' and students' views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1214349 |
| Database: | ERIC |
| Abstract: | This article examines the effect of two Open Educational Resources (OER)--Khan Academy Collection and a teacher-authored open textbook--on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers' and students' views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources. |
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| ISSN: | 1492-3831 |
