Assessing the Impact of "Open Pedagogy" on Student Skills Mastery in First-Year Composition

Autor/in	Bloom, Matthew
Titel	Assessing the Impact of "Open Pedagogy" on Student Skills Mastery in First-Year Composition
Quelle	In: Open Praxis, 11 (2019) 4, S.343-353 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Open Educational Resources; Skill Development; Mastery Learning; Instructional Effectiveness; Freshman Composition; Community Colleges; Two Year College Students; Student Attitudes; English Instruction; Writing Assignments + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Community college; Community College; Schülerverhalten; English langauage lessons; Englischunterricht
Abstract	This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given "open" assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional "disposable" assignment. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01