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Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree

Textbooks are traditional and useful learning resources for college students, but commercial texts books have been widely criticized for their high costs, restricted access, limited flexibility, and uninspiring learning experiences. Open Education Resources (OER) are an alternative to commercial tex...

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Detalles Bibliográficos
Autores principales: Griffiths, Rebecca, Mislevy, Jessica, Wang, Shuai
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8881698/
https://www.ncbi.nlm.nih.gov/pubmed/35250046
http://dx.doi.org/10.1007/s10734-022-00817-9
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author Griffiths, Rebecca
Mislevy, Jessica
Wang, Shuai
author_facet Griffiths, Rebecca
Mislevy, Jessica
Wang, Shuai
author_sort Griffiths, Rebecca
collection PubMed
description Textbooks are traditional and useful learning resources for college students, but commercial texts books have been widely criticized for their high costs, restricted access, limited flexibility, and uninspiring learning experiences. Open Education Resources (OER) are an alternative to commercial textbooks that have the potential to increase college affordability, access, and instructional quality. The current study examined how an OER degree—or pathway of OER courses that meet the requirements for a degree program—impacted students’ progress to degree at 11 US community colleges. We conducted quasi-experimental impact studies and meta-analysis examining whether OER course enrollment was associated with differences in credit accumulation and cumulative GPA over multiple terms. Overall, we found a positive effect of OER degrees on credit accumulation and no significant difference on cumulative GPA. Taken together, these results suggest students are maintaining their GPAs despite taking more courses, on average. This suggests that students taking OER courses were making faster progress towards degrees than their peers who took no OER courses.
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spelling pubmed-88816982022-02-28 Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree Griffiths, Rebecca Mislevy, Jessica Wang, Shuai High Educ (Dordr) Article Textbooks are traditional and useful learning resources for college students, but commercial texts books have been widely criticized for their high costs, restricted access, limited flexibility, and uninspiring learning experiences. Open Education Resources (OER) are an alternative to commercial textbooks that have the potential to increase college affordability, access, and instructional quality. The current study examined how an OER degree—or pathway of OER courses that meet the requirements for a degree program—impacted students’ progress to degree at 11 US community colleges. We conducted quasi-experimental impact studies and meta-analysis examining whether OER course enrollment was associated with differences in credit accumulation and cumulative GPA over multiple terms. Overall, we found a positive effect of OER degrees on credit accumulation and no significant difference on cumulative GPA. Taken together, these results suggest students are maintaining their GPAs despite taking more courses, on average. This suggests that students taking OER courses were making faster progress towards degrees than their peers who took no OER courses. Springer Netherlands 2022-02-26 2022 /pmc/articles/PMC8881698/ /pubmed/35250046 http://dx.doi.org/10.1007/s10734-022-00817-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Griffiths, Rebecca
Mislevy, Jessica
Wang, Shuai
Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title_full Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title_fullStr Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title_full_unstemmed Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title_short Encouraging impacts of an Open Education Resource Degree Initiative on college students’ progress to degree
title_sort encouraging impacts of an open education resource degree initiative on college students’ progress to degree
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8881698/
https://www.ncbi.nlm.nih.gov/pubmed/35250046
http://dx.doi.org/10.1007/s10734-022-00817-9
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