Evaluating the effectiveness of the open-access ChemWiki resource as a replacement for traditional general chemistry textbooks

Allen, Gregory C.; Guzman-Alvarez, Alberto; Smith, Amy; Gamage, Alan; Molinaro, Marco; Larsen, Delmar S.

doi:10.1039/c5rp00084j

Cited by 44 publications

(61 citation statements)

References 21 publications

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“…The authors found that the students using OER did just as well or better in most of the courses studied in terms of course grades and completion rates. Allen et al (2015) studied students in a chemistry course at the University of California, Davis who were assigned a traditional textbook (448 students) and students in another section of the same course taught by the same instructor (478 students) that used Chemwiki (https://chem.libretexts.org/)as a primary course resource (an openly licensed wiki site that can be used as a textbook). They found no significant differences in outcomes between these students, as measured through pre-and post-tests on content covered in the course, the same midterm and final exams, and the administration of the Colorado Learning Attitudes about Science chemistry survey (Barbera, Perkins, Adams, & Wieman, 2008), which asks about students' "beliefs on learning chemistry, content of chemistry, structure of chemistry, and connection of chemistry to the outside world" (p. 942).…”

Section: Introductionmentioning

confidence: 99%

The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

Hendricks

Reinsberg

Rieger

2017

IRRODL

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Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post-Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses.Further, many of them appreciated the fact that the textbook was customized to this particular coursewhich is made possible by the use of a textbook with an open license.

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Section: Introductionmentioning

confidence: 99%

The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

Hendricks

Reinsberg

Rieger

2017

IRRODL

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“…They were assigned after the introductory lecture and due before the following class. The purpose was to provide learners with instant feedback on their understanding of the ChemWiki textbook readings (Allen et al, 2015), and prepare them for the in-class activelearning. Figure 1.…”

Section: Methods Courses Involvedmentioning

confidence: 99%

“…As such, pre-lecture videos were not provided to students. Instead, our flipped methods for general chemistry were designed around an instructor-personalized ChemWiki Hypertext (Allen et al, 2015), hence our use of the phrase text-centric flipping.…”

Section: Our Flipped Classroom Designmentioning

confidence: 99%

Relationships in the Flipped Classroom

et al. 2017

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This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first-year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions. Cet étude examine l’efficacité des salles de classe inversées en chimie et identifie la création de liens en tant que facteur important qui affecte la réussite des méthodes d’instruction inversée. L’examen des données provenant d’entrevues avec les étudiants révèle les facteurs qui affectent le développement des rapports d’étudiant à étudiant, d’étudiant à leader et d’étudiant à expert dans un cours inversé de chimie générale de première année et dans un cours de chimie organique de deuxième année. La réussite a été mesurée en termes de perceptions des étudiants de l’efficacité de l’instruction, ainsi que du développement académique des étudiants. De plus, l’analyse des entrevues des participants à la recherche révèle que les cercles de lecture universitaires, les tests de groupes à essais multiples et à réponses ouvertes, ainsi que les leaders de groupes sont des éléments importants d’une approche inversée centrée sur un texte en petite salle de classe, dans une université de banlieusards. Les réflexions des étudiants et les observations en salle de classe soutiennent également ces conclusions.

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“…4 Allen, Guzman-Alvarez, Bowen, Chingos, Lack & Nygren, 2014;Fischer, Hilton, Jared-Robinson & Wiley, 2015;Hilton, Gaudet, Clark, Robinson & Wiley, 2013;Hilton & Laman, 2012. 5 Allen et al, 2015;Bowen et al, 2014;Hilton et al, 2013. 6 Hilton & Laman, 2012.…”

Section: Oers and Bpbs: Head To Headmentioning

confidence: 99%

Open: The Philosophy and Practices that are Revolutionizing Education and Science

2017

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Cover design by Amber MacKay Images used in the cover design are licensed under CC0 Public Domain.Main cover image: Pexels/Pixabay.com Background cover image: lalesh aldarwish/Pexels.com Open Practices 87Opening Science (Brian A. Nosek) 89Open Course Development at the OERu (Wayne Mackintosh) 101iv Conclusion 255You Can't Sell Free, and Other OER Problems (Robert Biswas-Diener) 257Open as Default: The Future of Education and Scholarship (Rajiv S. Jhangiani) 267Index 281 AcknowledgementsNo book-whether edited or single authored-is truly an individual effort. We are grateful to those who helped us improve the quality of this volume. First, we would like to thank Nadia Lyubchik for her support in preparing the manuscript for publication. Just as a script supervisor ensures the continuity of a feature film, Nadia kept track of all of the references, formatting, correspondence and countless other details necessary for the publication of this book. Our deepest thanks. We would also like to thank Peter Lindberg at Noba, who gave valuable feedback on a number of aspects of this project as well as specific chapters. We would also like to thank Cathy Casserly at the Carnegie Foundation for her input. Finally, we are grateful to the contributing authors for their eager participation in this project. The breadth and depth of their collective insights and experiences have made this volume everything an editor could hope for. This book was produced with the support of a grant from the Association for Psychological Science and we gratefully acknowledge their role. We would also like to thank David Ernst and George Veletsianos for providing informative peer review feedback and helping us to develop the book. ContributorsRichard Baraniuk -Rice University, OpenStax College Robert Biswas-Diener -Noba Project T. J. The creation and spread of knowledge has always redefined the possibilities of the human experience. Among all the inventions of humans-water treatment, bows and arrows, space travel-formal education is, perhaps, the most powerful. Whether in the form of trade apprenticeships, religious schools, or modern universities, education is the principal way in which we pass skills and knowledge from one person, and even one generation, to another. At the heart of education lies an inquiry and understanding of how it is that we come to know. In modern times this includes the development and application of the scientific method, which has become vital to the creation and dissemination of knowledge. As education becomes more accessible, affordable, and flexible, knowledge and skills act, increasingly, as tools for the empowerment for the world's poor. In fact, studies point to education as being associated with better health, improved well-being, and increased economic empowerment. 1This notion that education can unlock a person's potential is relatively noncontroversial. More controversial is the related notion that education should be made available to all. Indeed, despite the fact that it is specifically mentioned in Article...

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Evaluating the effectiveness of the open-access ChemWiki resource as a replacement for traditional general chemistry textbooks

Cited by 44 publications

References 21 publications

The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

Relationships in the Flipped Classroom

Open: The Philosophy and Practices that are Revolutionizing Education and Science

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