Campus Units

Agricultural and Biosystems Engineering, University Library

Document Type

Article

Publication Version

Published Version

Publication Date

Spring 2021

Journal or Book Title

The Journal of Technology, Management, and Applied Engineering

Volume

37

Issue

1

Abstract

A primary motivation for using Open Educational Resources (OERs) is to increase access by reducing students’ financial burden. While this was a motivating factor in this study, the authors also were interested in understanding OER’s impact on student learning. Therefore, this study describes the adaption process for an OER textbook used in a junior-level undergraduate electricity course and evaluates this OER’s effectiveness to increase student access and improve learning over the baseline textbook. A quasi-experimental, non-equivalent design collected exam scores, and self-reported survey responses from n=144 students in a comparison (non-adapted OER; n=83) and treatment (adapted OER; n=61) group was used. Based on Student’s t, Kolmogorov Smirnov, and Chi-square (χ2) tests, the adapted OER was effective at improving access and learning while also saving enrolled students an average of $8,000 per year, collectively. A brief background of OER databases, materials, and methods used to develop the OER and the intellectual contribution of the newly adapted OER, and lessons learned are included in the study.

Comments

This following article is published as Haughery, John R., Oyetunji S. Olaniba, and Abbey K. Elder. "The Effectiveness of Open Educational Resources to Improve Access and Learning in an Electricity Course." Journal of Technology, Management & Applied Engineering 37, no. 1 (2021). Posted with permission.

Copyright Owner

Association of Technology, Management, & Applied Engineering

Language

en

File Format

application/pdf

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