Date Created

10-2023

Abstract

This study compared course passing and completion rates of undergraduate students to determine if there was any relationship between use of open educational resources (OER) and these two outcomes. Students who took OER courses and faculty who taught with OER shared their perceptions of the impact of such resources on learning outcomes and teaching methods.

The quantitative analysis revealed that using OER had a positive impact on course passing rates (7 percent increase) and completion rates (10 percent increase) for all students. The qualitative analysis revealed the student perception that OER had some positive impact on their course participation and ability to pass, but less influence on course completion. Faculty perceived little to no increase in passing or completion rates. As a result of OER, students and faculty observed a significant increase in student engagement, and all faculty reported an evolution in pedagogical approaches.

Publication Title

portal: Libraries and the Academy

Document Type

Article

Volume

23

Issue

4

First Page

773

Last Page

798

DOI

https://doi.org/10.1353/pla.2023.a908701

Keywords

OER; efficacy; passing rates; completion rates; student perceptions; faculty perceptions; mixed methods

Publisher

Johns Hopkins University Press

Download

Share

COinS