Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance

This article examines the effect of two Open Educational Resources (OER) - Khan Academy Collection and a teacher-authored open textbook - on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers’ and students’ vie...

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Autores principales:	Juan Ignacio Venegas Muggli, Werner Westermann
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	OER Khan Academy open textbook higher education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a5e5ee71856146aaae8160267180b457
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spelling	oai:doaj.org-article:a5e5ee71856146aaae8160267180b4572021-12-02T17:16:18ZEffectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance10.19173/irrodl.v20i2.35211492-3831https://doaj.org/article/a5e5ee71856146aaae8160267180b4572019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3521https://doaj.org/toc/1492-3831This article examines the effect of two Open Educational Resources (OER) - Khan Academy Collection and a teacher-authored open textbook - on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers’ and students’ views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources. Juan Ignacio Venegas MuggliWerner WestermannAthabasca University PressarticleOERKhan Academyopen textbookhigher educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	OER Khan Academy open textbook higher education Special aspects of education LC8-6691
spellingShingle	OER Khan Academy open textbook higher education Special aspects of education LC8-6691 Juan Ignacio Venegas Muggli Werner Westermann Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
description	This article examines the effect of two Open Educational Resources (OER) - Khan Academy Collection and a teacher-authored open textbook - on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers’ and students’ views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources.
format	article
author	Juan Ignacio Venegas Muggli Werner Westermann
author_facet	Juan Ignacio Venegas Muggli Werner Westermann
author_sort	Juan Ignacio Venegas Muggli
title	Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
title_short	Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
title_full	Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
title_fullStr	Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
title_full_unstemmed	Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance
title_sort	effectiveness of oer use in first-year higher education students’ mathematical course performance
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/a5e5ee71856146aaae8160267180b457
work_keys_str_mv	AT juanignaciovenegasmuggli effectivenessofoeruseinfirstyearhighereducationstudentsmathematicalcourseperformance AT wernerwestermann effectivenessofoeruseinfirstyearhighereducationstudentsmathematicalcourseperformance
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Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance

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