Open Educational Resources and Student Course Outcomes: A Multilevel Analysis

Salt Lake Community College (SLCC) is Utah’s largest open enrollment college, and as an institution, is concerned about the expense associated with attaining a degree. All students face challenges in paying for their education, but SLCC students tend to have fewer resources to dedicate to school tha...

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Autores principales:	Jessie R Winitzky-Stephens, Jason Pickavance
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational resources textbooks multilevel modeling post-secondary education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/05c954711e3f47d5a2e75fee12596fbb
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spelling	oai:doaj.org-article:05c954711e3f47d5a2e75fee12596fbb2021-12-02T18:03:00ZOpen Educational Resources and Student Course Outcomes: A Multilevel Analysis10.19173/irrodl.v18i4.31181492-3831https://doaj.org/article/05c954711e3f47d5a2e75fee12596fbb2017-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3118https://doaj.org/toc/1492-3831Salt Lake Community College (SLCC) is Utah’s largest open enrollment college, and as an institution, is concerned about the expense associated with attaining a degree. All students face challenges in paying for their education, but SLCC students tend to have fewer resources to dedicate to school than students at other institutions in the state. While faculty and administrators have little control over the rising cost of tuition, they are able to offer students open educational resources (OER) to cut down on textbook costs. Salt Lake Community College’s OER initiative was implemented in Summer 2014, and has since expanded to include 125 sections in Spring 2016. We examine OER’s impact on three measures of student success: course grade, likelihood of passing, and likelihood of withdrawing. We use a multilevel modeling (MLM) approach in order to control for student, instructor, and course effects, and found no difference between courses using OER and traditional textbooks for continuing students. For new students, there is evidence that OER increases average grade. However, student-level differences such as demographic background and educational experience have a far greater impact on course grade and likelihood of passing or withdrawing than an instructor’s use of an OER text. Future research should focus on longer-term impacts of OER on retention, completion, and transfer. Jessie R Winitzky-StephensJason PickavanceAthabasca University Pressarticleopen educational resourcestextbooksmultilevel modelingpost-secondary educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources textbooks multilevel modeling post-secondary education Special aspects of education LC8-6691
spellingShingle	open educational resources textbooks multilevel modeling post-secondary education Special aspects of education LC8-6691 Jessie R Winitzky-Stephens Jason Pickavance Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
description	Salt Lake Community College (SLCC) is Utah’s largest open enrollment college, and as an institution, is concerned about the expense associated with attaining a degree. All students face challenges in paying for their education, but SLCC students tend to have fewer resources to dedicate to school than students at other institutions in the state. While faculty and administrators have little control over the rising cost of tuition, they are able to offer students open educational resources (OER) to cut down on textbook costs. Salt Lake Community College’s OER initiative was implemented in Summer 2014, and has since expanded to include 125 sections in Spring 2016. We examine OER’s impact on three measures of student success: course grade, likelihood of passing, and likelihood of withdrawing. We use a multilevel modeling (MLM) approach in order to control for student, instructor, and course effects, and found no difference between courses using OER and traditional textbooks for continuing students. For new students, there is evidence that OER increases average grade. However, student-level differences such as demographic background and educational experience have a far greater impact on course grade and likelihood of passing or withdrawing than an instructor’s use of an OER text. Future research should focus on longer-term impacts of OER on retention, completion, and transfer.
format	article
author	Jessie R Winitzky-Stephens Jason Pickavance
author_facet	Jessie R Winitzky-Stephens Jason Pickavance
author_sort	Jessie R Winitzky-Stephens
title	Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
title_short	Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
title_full	Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
title_fullStr	Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
title_full_unstemmed	Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
title_sort	open educational resources and student course outcomes: a multilevel analysis
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/05c954711e3f47d5a2e75fee12596fbb
work_keys_str_mv	AT jessierwinitzkystephens openeducationalresourcesandstudentcourseoutcomesamultilevelanalysis AT jasonpickavance openeducationalresourcesandstudentcourseoutcomesamultilevelanalysis
_version_	1718378789846646784

Open Educational Resources and Student Course Outcomes: A Multilevel Analysis

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