Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students' Emotions
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| Title: | Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students' Emotions |
|---|---|
| Language: | English |
| Authors: | Zhang, Xiaodong |
| Source: | International Review of Research in Open and Distributed Learning. Sep 2020 21(3):197-210. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Textbooks, Open Educational Resources, Psychological Patterns, College Students, Foreign Countries, Knowledge Level |
| Geographic Terms: | China |
| ISSN: | 1492-3831 |
| Abstract: | This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students' reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students' initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students' positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental--they also facilitated students' learning. Students' emotions gradually stabilized in the direction of being positive, especially in tandem with: (1) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning; and (2) their augmented confidence in proficiently using the new knowledge to navigate their practices. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1267061 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHDewk3qMpwyytDPYcVOZfhAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAOWqkDAAfn3IAf0EAIBEICBm_1xf1FGcEEuXpkeMnSaIvFbIWdMqve_xIAHTOubxQu5Fg2Lcc4XddNHLIRjq28e1IHgiJ9N8Xk7fZP1Cx_fd3icX9FpPIDQYrmzu1hidSjue3aWz8g7ogmivJywYq09HQ3ukHh4wrB8lZ37yaSkxf3SS4OFbJCg953P8a1EnWdwzC-ui5z5ykyigI0l7obyGvjomrN64HR263yp Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1267061 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1267061 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students' Emotions – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Xiaodong%22">Zhang, Xiaodong</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Sep 2020 21(3):197-210. – Name: Avail Label: Availability Group: Avail Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-3831 – Name: Abstract Label: Abstract Group: Ab Data: This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students' reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students' initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students' positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental--they also facilitated students' learning. Students' emotions gradually stabilized in the direction of being positive, especially in tandem with: (1) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning; and (2) their augmented confidence in proficiently using the new knowledge to navigate their practices. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1267061 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 197 Subjects: – SubjectFull: Textbooks Type: general – SubjectFull: Open Educational Resources Type: general – SubjectFull: Psychological Patterns Type: general – SubjectFull: College Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Knowledge Level Type: general – SubjectFull: China Type: general Titles: – TitleFull: Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students' Emotions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Xiaodong IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2020 Identifiers: – Type: issn-electronic Value: 1492-3831 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: International Review of Research in Open and Distributed Learning Type: main |
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