5
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Open Education and Learning Design: Open Pedagogy in Praxis

        ,
      Journal of Interactive Media in Education
      Ubiquity Press, Ltd.

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references15

          • Record: found
          • Abstract: not found
          • Article: not found

          Open educational resources and college textbook choices: a review of research on efficacy and perceptions

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Teaching More by Grading Less (or Differently)

            The authors explore a history of grading and review the literature regarding the purposes and impacts of grading. They then suggest strategies for making grading more supportive of learning, including balancing accuracy-based and effort-based grading, using self/peer evaluation, curtailing curved grading, and exercising skepticism about the meaning of grades.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post-secondary students

              In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used. This study utilized a quantitative quasi-experimental design with propensity-score matched groups to examine differences in outcomes between students that used OER and those who did not. The demographics of the initial sample of 16,727 included 4909 students in the treatment condition with a pool of 11,818 in the control condition. There were statistically significant differences between groups, with most favoring students utilizing OER.
                Bookmark

                Author and article information

                Journal
                Journal of Interactive Media in Education
                Ubiquity Press, Ltd.
                1365-893X
                September 10 2019
                September 10 2019
                2019
                September 10 2019
                September 10 2019
                2019
                : 2019
                : 1
                Article
                10.5334/jime.512
                41f11fc9-6a9e-42f9-9c7d-d1ecf606e4fd
                © 2019
                History

                Comments

                Comment on this article