a review of recent research on the efficacy and perceptions of oer

A REVIEW OF RECENT RESEARCH ON THE EFFICACY AND PERCEPTIONS OF OER

John Hilton III, Lane Fischer, David Wiley

The Open Education Grouphttp://openedgroup.org

http://openedgroup.org/



11 Peer Reviewed Studies


48,623 Students


93% Same or Better Outcomes


9 Peer Reviewed Studies of Perceptions of OER Quality


4,510 Professors and Students


50%Same

35%Better

15%Worse


•Summary of the Open Education Group’s latest published peer-reviewed study

•Update on current research•Current research issues: Why and How

A Multi-institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-secondary Students• Fall 2013 – Spring 2014• 9,264 control students• 1,087 treatment students• Fifteen different classes where students

in different sections used either traditional or open textbooks

1 control class did better than treatment

Passing with a C- or Better

5 treatment classes did better than control

9 classes showed no significant difference

An Interesting Anomaly Course Completio

nC- or

BetterFinal

GradeBusiness

110T > C C > T C > T

•25 % of Controls Withdrew •6 % of Treatment Withdrew•Although grades were better in the control condition, a greater percentage of treatment subjects stuck with it and completed the course.

•Perhaps, the professor or the textbook scared off 25 % of controls leaving only the best students in that section.

• From an original sample of 16,727 students, we matched 4,147 treatment subjects with 4,147 controls based on race, age and gender.

• Students in fall 2013 who enrolled in courses that utilized OER took on average two credit hours more than those in the control group (after controlling for demographic covariates).

• There was also a significant difference between the groups in winter, with treatment subjects enrolling in approximately 1.5 credits more than controls.

A Multi-institutional Study of the Impact of Open Textbook Adoption on the Learning Outcomes of Post-secondary Students

Mad, Glad, Sad, Rad: A Framework for Evaluating the Academic Return on Investment in Textbooks and Other Educational Materials

Wiley, Hilton, Fischer, and Puente

Under Review

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Student Success per Dollar

0 100%

$200

“Mad” “Glad”

“Sad” “Rad”

Cost

Completing with C or Better

Student Success per Dollar

0 100%

$200Commercial

OER

The Tidewater Z-Degree and the INTRO Model for Sustaining OER Adoption

Wiley, DeMarte, Williams, and Hilton

Accepted in EPAA

When a student drops, it..Slows down their graduation

Costs the institution tuition dollars (refunds)

INTRO Model

(182 * .89 * $164.35 * 3) in-state

+ (182 * .11 * $358.95 * 3) out-of-state

$101,042 annual INTRO

INTRO Model

Why do we need OER research?•The Babson 2014 survey found that college professors rate “proven efficacy” and “trusted quality” as the number 1 and number 2 most important criteria for selecting teaching resources. Research can help establish the credibility of OER in both of these areas.

•It matters to students.

•Money cost•Academic cost

•Time cost

How can we do better OER research?

Control for teacher effect*Interrupted Time Series*Same teacher using both resources in the same semesterControl for student differences*Statistically control for differences*Pre-post test to determine initial differences

How can we do better OER research?

Eliminate confounds*Avoid simultaneously introducing multiple change elementsGo beyond textbook adoption*What is our theory of change? Does swapping a textbook drive educational improvement? How can OER be introduced in such a way that they encourage students to build their own, deeper, knowledge base.

A REVIEW OF RECENT RESEARCH ON THE EFFICACY AND PERCEPTIONS OF OER

John Hilton III, Lane Fischer, David Wiley

The Open Education Grouphttp://openedgroup.org


