Griffiths Rebecca, Mislevy Jessica, Wang Shuai
SRI International, Menlo Park, CA USA.
School of Education, Shanghai Jiao Tong University, Shanghai, 200240 China.
High Educ (Dordr). 2022;84(5):1089-1106. doi: 10.1007/s10734-022-00817-9. Epub 2022 Feb 26.
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.
教科书是大学生传统且有用的学习资源，但商业教科书因成本高昂、获取受限、灵活性有限以及学习体验缺乏吸引力而受到广泛批评。开放教育资源（OER）是商业教科书的一种替代选择，有可能提高大学的可承受性、获取机会和教学质量。本研究考察了一个OER学位——即满足学位项目要求的OER课程路径——对美国11所社区学院学生获得学位进度的影响。我们进行了准实验性影响研究和元分析，以检验选修OER课程是否与多个学期的学分积累和累积平均绩点差异相关。总体而言，我们发现OER学位对学分积累有积极影响，而对累积平均绩点没有显著差异。综合来看，这些结果表明，尽管平均选修了更多课程，学生们仍保持着他们的平均绩点。这表明选修OER课程的学生比未选修OER课程的同龄人在获得学位方面取得了更快的进展。
