{"title":"开放教育资源对地理导论学生成绩的影响","authors":"Zachary J. Suriano","doi":"10.1080/03098265.2023.2255556","DOIUrl":null,"url":null,"abstract":"There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of open educational resources on student performance in an introductory Geography course\",\"authors\":\"Zachary J. Suriano\",\"doi\":\"10.1080/03098265.2023.2255556\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.\",\"PeriodicalId\":51487,\"journal\":{\"name\":\"Journal of Geography in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Geography in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03098265.2023.2255556\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Geography in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03098265.2023.2255556","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Impact of open educational resources on student performance in an introductory Geography course
There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.
期刊介绍:
The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.