The Effects of Using Open Educational Resources on Minority Achievement in Undergraduate Mathematics

2020 ◽  
pp. 20-41
Author(s):  
Josephine Dunbar Davis ◽  
Samuel Bradley Cartwright
Keyword(s):  
Cost Savings ◽  
Open Educational Resources ◽  
Educational Resources ◽  
State University ◽  
Minority Achievement ◽  
Course Enrollment ◽  
University System Of Georgia ◽  
Algebra Students ◽  
Historically Black University ◽  
The University

Prominent in the public debate on college affordability is the rising cost of textbooks. Owing to limited finances or mounting college debt, many students fail to purchase required course textbooks. Among the perils students without textbooks face are delayed course enrollment, high failure or dropout rates, and extended time to graduation. At Fort Valley State University, an Historically Black University within the University System of Georgia, the mathematics faculty first observed increasing numbers of college algebra students without textbooks, then, similarly, with upper division students. As a cost-savings measure, the faculty redesigned eight courses using open educational resources (OER). This chapter highlights the four-year results of faculty and students' OER course experiences. OER students have better grades, lower failure rates, and better attendance records than those using traditional textbooks. The attitude of OER students towards mathematics also improved. A total cost savings of $197,780 was realized with an average, per student savings of $198.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

Enhancing Inclusion in Computer Science Education

2011 ◽  
pp. 269-275 ◽  
Author(s):  
Donald D. Davis ◽  
Debra A. Major ◽  
Janis V. Sanchez-Hucles ◽  
Sandra J. DeLoatch ◽  
Katherine A. Selgrade ◽  
...  
Keyword(s):  
Computer Science ◽  
State University ◽  
Student Body ◽  
Academic Characteristics ◽  
Historically Black University ◽  
Diverse Student Body ◽  
Inclusive Learning ◽  
Norfolk State University ◽  
Old Dominion University ◽  
The University

We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.

scholarly journals Stranger Under Siege

2019 ◽  
Vol 1 ◽  
pp. 69-79
Author(s):  
Gordon Wilson Maples
Keyword(s):  
Higher Education ◽  
Social Contexts ◽  
State University ◽  
Contributing Factors ◽  
Student Body ◽  
University System Of Georgia ◽  
Perceived Benefit ◽  
2016 Election ◽  
The University ◽  
Political Turmoil

This case study and analysis explores the brief, 17-month tenure of Sam Olens as President of Kennesaw State University, including his controversial appointment, leadership mis-steps, and eventual resignation. The political and social contexts of his tenure, which coincided with political turmoil in the wake of the 2016 election and a subsequent resurgence in progressive activism throughout the country, are considered as contributing factors to his downfall. Likewise, his status as an outsider to higher education at the time of his appointment, his visibility as an outspoken conservative, and his employment being the perceived benefit of political corruption are all noted as a contributing elements to his inability to earn the confidence of the faculty and student body of Kennesaw State University, along with his divisive, misguided, and ill-conceived actions while in his executive position. The role of institutional context in regards to the recent histories of Kennesaw State University, the University System of Georgia, and the state of shared governance in American higher education as a whole are respectively explored in how they set the stage for Olens’ tumultuous and temporary reign at Kennesaw State. A set of recommended courses of action are presented as counterfactual alternatives to the events as they actually occurred, based on higher education leadership literature.

Enhancing Inclusion in Computer Science Education

2011 ◽  
pp. 3140-3148
Author(s):  
D. D. Davis ◽  
D. A. Major
Keyword(s):  
Computer Science ◽  
State University ◽  
Student Body ◽  
Academic Characteristics ◽  
Historically Black University ◽  
Diverse Student Body ◽  
Inclusive Learning ◽  
Norfolk State University ◽  
Old Dominion University ◽  
The University

We describe an intervention that uses computer science (CS) faculty and students to create an inclusive learning environment. Our intervention model assumes that persistence and retention are the result of a match between student motivation and abilities and the university’s social and academic characteristics. This match in turn influences the effective integration of students with the university and, as a result, their persistence and retention (Cabrera, Castaneda, Nora, & Hengstler, 1992; Tinto, 1993). We are currently implementing and evaluating this intervention at Old Dominion University, a research intensive urban university with a culturally diverse student body, and Norfolk State University, an urban and historically black university (HBCU) that primarily emphasizes teaching.

scholarly journals Open educational resources for cartography: the Thematic Mapping Tutor

2018 ◽  
Author(s):  
Barend Köbben
Keyword(s):  
Educational Philosophy ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Thematic Maps ◽  
Design Rules ◽  
Web Based ◽  
Thematic Mapping ◽  
Technical Details ◽  
The University ◽  
Web Based System

At the ITC faculty of the University of Twente, we have been teaching cartography for more then 60 years. Throughout this period, the technology of mapping has undergone spectacular changes and nowadays most students do not draw their maps any more, but use software instead. However, for maps to be effective in communication, their design still has to follow the same rules as before. Ideally, one wants to teach these design rules independently from the tools, such that the students understand how a good map works, not just which buttons to click to create it. For this purpose, we created the Thematic Mapping Tutor. It is an open, web-based system that provides a structured way of constructing thematic maps out of selected data. The system uses the input of the student to construct a map in the Vega-Lite grammar, which is transformed to web-graphics. In this paper we describe the educational philosophy behind the system, as well as technical details about its functionality. We report on first tests, and reflect on the possibilities and pitfalls of the system.

scholarly journals SUBJECTIVE UNDERSTANDING OF THE STUDENT WHEN USING OPEN EDUCATIONAL RESOURCES

2019 ◽  
Vol 16 (33) ◽  
pp. 613-629
Author(s):  
B. BAZYLOVA ◽  
Z. ZHUSUPOVA ◽  
G. KAZHIGALIEVA ◽  
A. ONALBAYEVA ◽  
V. KALININA
Keyword(s):  
Learning Process ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Practical Significance ◽  
Applied Chemistry ◽  
Technological Basis ◽  
Wide Range ◽  
Spatially Distributed ◽  
Distributed Structures ◽  
The University

The relevance of the study is determined by the fact that open educational resources carry the ability to overcome the basic methodological construct complicating the learning process among students and namely the use of international experience while learning and obtaining knowledge. This study shows the aspects of functioning open educational resources and their technological basis. The novelty of the work was the formation of a model for the use of open educational resources in training of specialized courses of the Department of applied chemistry. The authors showed that the effectiveness of open educational resources use depends directly on the share of online learning and technological isolation of subjects. In particular, not only learning processes in the implementation of the program in applied chemistry, but also other disciplines that require the exchange of experience between countries and the use of a wide range of technological equipment and online structure are considered. In particular, training on the example of databases, information networks, and other spatially distributed structures are considered too. The practical significance of the study is defined by the fact that the use of open educational resources will not only intensify the learning process at the university, but also to determine the possibility of integration into the world educational space.

scholarly journals THE USE OF OPEN EDUCATIONAL RESOURCES AS AN URGENT DIRECTION FOR THE DEVELOPMENT OF THE PRACTICAL TRAINING OF FUTURE SPEECH THERAPISTS

2021 ◽  
pp. 94-99
Author(s):  
Екатерина Алексеевна Гордеева
Keyword(s):  
Speech Therapy ◽  
Modern Society ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Practical Training ◽  
Highly Qualified ◽  
African Countries ◽  
Teachers And Students ◽  
The University ◽  
Speech Therapists

Рассматривается актуальность использования открытых образовательных ресурсов при подготовке будущих учителей-логопедов, обучающихся по направлению 44.03.03 Специальное (дефектологическое) образование, профиль: Логопедия. Обоснованы актуальность исследования и особенности применения открытых образовательных ресурсов в университете. Проанализирован опыт использования открытых образовательных ресурсов в зарубежных странах (Япония, Нидерланды, Германия, США, Франция, страны Африки), основные документы и опыт ведущих вузов России в их применении, призванных сделать подготовку высококвалифицированных кадров, способных к профессиональному и мобильному росту в условиях информатизации современного общества и развития новых наукоемких технологий. Отображены особенности использования открытых образовательных ресурсов в Томском государственном педагогическом университете. Представлен анализ результатов тестирования преподавателей и студентов по направлению «Логопедия» в сфере применения и обучения использованию открытых образовательных ресурсов в университете. Приведены обоснованные данные актуальности темы для углубленного дальнейшего изучения. В связи с внедрением дистанционного формата обучения вузы стали активно развиваться в цифровом пространстве, особенно остро стал вопрос о прохождении практики обучающимися в дистанционном формате, а также теоретических курсов с наличием практических часов. The article examines the relevance of the use of open educational resources in the preparation of future teachers-speech therapists studying in the direction 44.03.03 Special (defectological) education, profile: Speech therapy. The article substantiates the relevance of the research and the features of the application of open educational resources at the university. The results of the survey of students and teachers are presented. The experience of using open educational resources in foreign countries (Japan, Holland, Germany, USA, France, African countries), the main documents and the experience of leading Russian universities in their application, designed to prepare highly qualified personnel capable of professional and mobile growth in conditions of informatization modern society and the development of new science-intensive technologies. The study reflects the features of the use of open educational resources at Tomsk State Pedagogical University. The analysis of the results of testing teachers and students in the direction of Speech Therapy, in the field of application and training in the use of open educational resources at the university is presented. Provided substantiated data on the relevance of the topic for in-depth further study. In connection with the introduction of the distance learning format, higher educational institutions began to actively develop in the digital space, the issue of practical training for students in a distance format, as well as the passage of theoretical courses with the availability of practical hours, became especially acute.

scholarly journals Using Open Educational Resources at Viterbo University: Faculty and Student Feedback

2021 ◽  
Vol 22 (1) ◽  
pp. 78-90
Author(s):  
Alissa L. Oelfke ◽  
Jennifer A. Sadowski ◽  
Cari Mathwig Ramseier ◽  
Christopher Iremonger ◽  
Katrina Volkert ◽  
...  
Keyword(s):  
Environmental Science ◽  
Cost Savings ◽  
Implementation Process ◽  
Open Educational Resources ◽  
Ease Of Use ◽  
Educational Resources ◽  
Older Students ◽  
Quality Cost ◽  
Pilot Implementation

This study evaluated a coordinated and collaborative pilot implementation of open educational resources (OER) across multiple disciplines including nursing, accounting, environmental science, religious studies, and finance. Participating faculty were qualitatively surveyed regarding their experience creating and implementing OER in a course. Students were surveyed on their perceptions of OER quality, cost savings, and ease of use. Faculty had an overall positive experience with OER, believing there was a significant benefit to students in cost savings while maintaining learning quality. Faculty felt the OER implementation process took a significant investment of time and recommended that faculty should be compensated for creating and implementing OER materials in future courses. Students overall showed positive responses to using OER in their course; the majority of students agreed with the OER cost savings, quality of OER resources, ease of using OER, and they trusted the use of OER materials. Older students (over 30 years) were more likely to state they would print out OER materials rather than read them online (as compared with students 30 and under). Senior-level students agreed significantly more than did freshman-level students that OER presented a cost savings. Faculty recommendations from this study included focusing on courses with very high textbook costs and courses that would impact the greatest number of students. Additionally, faculty recommended a follow-up revision process to keep OER materials current after implementation.

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