OER的效果如何根据学生年龄和课程形式而变化?多机构分析

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Virginia Clinton-Lisell
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引用次数: 3

摘要

开放教育资源(OER)是一种比商业课程材料便宜的教学材料。先前的研究结果表明,OER和商业资源(通常需要付费才能获得)的学习结果相似,但研究结果存在相当大的差异。目前还不清楚哪些学生在何种课程中使用OER可能会产生不同的结果。有两个特征很重要,因为它们在高等教育中变得越来越普遍,可能难以融入社会,它们是非传统年龄(25岁及以上)和在线学生。本研究的目的是研究学生的年龄和课程模式如何变化,OER的采用如何与课程成绩、退学和给定学期的学分数量相关。为了解决这一问题,我们分析了来自7所公立高等教育机构的8033名学生的数据集。基于多层模型的发现,传统年龄学生的OER成绩较高,而OER与非传统年龄学生的成绩不可靠相关。然而,非传统年龄的学生在OER面对面课程中有更大的入学强度(一个学期的学分数)。OER与退出率无关。提出了未来的发展方向,包括需要考虑教师的作用和直接听取学生对OER体验的声音。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-institutional Analysis
ABSTRACT Open educational resources (OER) are teaching and learning materials that are less expensive than commercial course materials. Previous findings have indicated that learning outcomes are similar between OER and commercial resources (which typically require fees to access), but there is considerable variation in the findings. It is not well known which students in what kinds of courses may have different outcomes with OER use. Two characteristics that are important to examine because they are becoming more commonplace in higher education and may struggle with social integration are nontraditionally-aged (age 25 and older) and online students. The purpose of this study is to examine how student age and course modality may vary how OER adoption relates to course grades, withdrawal, and number of credits enrolled in a given semester. To address this purpose, a dataset from seven public postsecondary institutions with 8,033 students was analyzed. Based on multilevel modeling findings, traditionally-aged students had higher grades with OER whereas OER did not reliably relate to the grades of nontraditionally-aged students. However, nontraditionally-aged students in face-to-face courses with OER had greater enrollment intensity (number of credits in a term). OER was not associated with withdrawal rate. Future directions are suggested, which include a need to consider instructor effects and directly hearing student voices on OER experiences.
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来源期刊
American Journal of Distance Education
American Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.20
自引率
3.10%
发文量
30
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