How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-Institutional Analysis

Autor/in	Clinton-Lisell, Virginia
Titel	How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-Institutional Analysis
Quelle	In: American Journal of Distance Education, 37 (2023) 3, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clinton-Lisell, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2022.2077061
Schlagwörter	Open Educational Resources; Age Differences; Nontraditional Students; College Students; In Person Learning; Online Courses; Enrollment; Withdrawal (Education); Academic Achievement; Student Attitudes; Self Efficacy; Instructional Materials; Maryland + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Collegestudent; Online course; Online-Kurs; Einschulung; Kursabbruch; Schulleistung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01