College student engagement in OER design projects: Impacts on attitudes, motivation, and learning

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2022-03-16 DOI:10.1177/14697874221081454

Torrey Trust, Robert W. Maloy, Sharon Edwards

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引用次数: 7

Abstract

Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increased motivation, improved attitudes about learning, aided the achievement of course learning objectives, and supported the development of valuable skills for 21st century success.

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大学生参与OER设计项目:对态度、动机和学习的影响

开放教育资源（OER）是公开许可的教学、学习和研究材料，在高等教育中越来越受欢迎。先前的研究集中在教师和学生对OER的感知和使用上。在这项研究中，我们考察了作为开放教育实践的一部分，通过基于项目的学习，积极吸引学生作为OER的策展人和设计师，如何塑造学生的态度、动机和学习。本文收集了来自六门不同课程的69名本科生和研究生的课后调查数据，这些课程以OER设计项目为特色，包括：（1）数字媒体在线课程；（2）在线教学工具网站；（3）历史/社会研究维基页面；（4）校园资源电影项目；（5）教育工作者在线课程的专业学习网络；（6）科技教学电子书。研究结果表明，将学生的角色从消费者转变为OER的策展人和创建者，可以增强动机，改善学习态度，有助于实现课程学习目标，并支持发展21世纪成功的宝贵技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.