Why Not OER?

Doan, Tomalee

doi:10.1353/pla.2017.0039

Cited by 10 publications

(8 citation statements)

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“…Groups such as the Affordable Learning Georgia Initiative, Open Education North Carolina, and Florida Virtual Campus represent state level efforts to create or promote the use of OERs in educating students. (Croteau, 2017, Doan, 2017, Florida Virtual Campus, 2016 Though current research evidence supporting the learning benefit of OERs is inconclusive, if OER use results in comparable learning benefits to traditional textbooks, then OERs should be available based on economic benefit to the student alone. (Grimaldi, 2019, Mardis, 2017, Santos-Hermosa, 2017, Nusbaum, 2020, Lovett, 2008, Derosa, 2020, Doan, 2017, Junco, 2015, Hodgkinson-Williams, 2017.…”

Section: Literature Reviewmentioning

confidence: 99%

UNC System Math Pathways’ Digital Course Enhancement Collaboration to Improve Equity, Instruction, and Access During the COVID-19 Pandemic

2022

JHETP

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This study examines how faculty members and students evaluated, perceived, and used a digital course content collection developed to support high quality remote instruction during the Covid-19 pandemic. The collections were the result of a multi-institutional, collaborative effort within the University of North Carolina System to support its students and faculty. Using surveys from faculty and demographically identified students enrolled in their classes, the authors evaluate the perceived utility and impact of the open educational resource collections. Faculty members rated the collections highly and typically found utility in at least some of the components of the collections. They found activities, videos and assessments to be the most useful tools. Students generally responded positively to the classes using the collections. While students who identified as minority found the materials useful or beneficial, they did not do so in proportional numbers to non-minority students.

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Section: Literature Reviewmentioning

confidence: 99%

UNC System Math Pathways’ Digital Course Enhancement Collaboration to Improve Equity, Instruction, and Access During the COVID-19 Pandemic

2022

JHETP

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“…Courses with a significant online component tend to make use of various educational technologies to increase engagement and facilitate learning (Hew, 2016). Digital course materials are well-positioned to support online learning, even though there has been a general hesitancy to embrace digital textbooks (Doan, 2017; Rokusek & Cooke, 2019). Reading from print textbooks has always been an integral part of higher education.…”

Section: The Rise Of Digital Textbooksmentioning

confidence: 99%

Learning how to learn from digital textbooks: Evidence-informed recommendations for instructors and students.

Hudson¹

2021

Canadian Psychology / Psychologie canadienne

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Digital textbooks have increased in popularity and are becoming a standard part of higher education. The digital textbooks of today are qualitatively different from the early days of converting print texts to pdfs for students to read. Currently, many digital textbooks are designed and developed in a digital environment allowing for the inclusion of interactive features to promote engagement and learning. Digital textbooks have the unique advantage of using technology to capitalize on evidence-informed principles from learning science to create a product that can improve learning outcomes. In this article, I draw on my experience as an author of a digital-first textbook, long-time instructor, and scholarship of teaching and learning researcher to discuss how students can successfully learn from digital textbooks. I explain how learning science is used to develop engaging, evidence-based textbooks and how students can take advantage of these features. Finally, I provide a set of guidelines for instructors with respect to the implementation and use of digital textbooks. When instructors and students use a digital textbook in a way consistent with how it was developed, the textbook can become an integral part of a successful course.

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“…As Nicole Allen, Steven Bell, and Marilyn Billings (2014) explain, each of them traces their involvement back to that January meeting in Denver. Since 2011, scholarly articles on OER have been published by and about librarians working at North Carolina State University (Raschke & Shanks, 2011), Temple University (Bell, 2012(Bell, & 2017, the University of Massachusetts-Amherst (Billings, Hutton, Schafer, Schweik, & Sheridan, 2012), the City University of New York (Okamoto, 2013), the University of California-Los Angeles (Farb & Grappone, 2014), California State University-San Marcos (Mitchell & Chu, 2014), the State University of New York-Geneseo (Pitcher, 2014), the University of Minnesota (Jensen & West, 2015;Ferguson, 2017), Pierce College (Jensen & West, 2015;West, 2017), Virginia Tech (Walz, 2015(Walz, & 2017, Utah State University (Davis, Cochran, Fagerheim, & Thoms, 2016), Cleveland State University (Goodsett, Loomis, & Miles, 2016), the University of California-San Diego (Hess, Nann, & Riddle, 2016), Germanna Community College (Pierce, 2016), Arizona State University (Doan, 2017), Pennsylvania State University (Salem, 2017), the University of Kansas, and Grand Valley State University (Ferguson, 2017). None of these 18 schools, however, is a small, private LAC similar to the authors' institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

OER Initiatives at Liberal Arts Colleges: Building Support at Three Small, Private Institutions

Schleicher

Barnes

Joslin

2020

Journal of Librarianship and Scholarly Communication

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Why Not OER?

Cited by 10 publications

References 0 publications

UNC System Math Pathways’ Digital Course Enhancement Collaboration to Improve Equity, Instruction, and Access During the COVID-19 Pandemic

UNC System Math Pathways’ Digital Course Enhancement Collaboration to Improve Equity, Instruction, and Access During the COVID-19 Pandemic

Learning how to learn from digital textbooks: Evidence-informed recommendations for instructors and students.

OER Initiatives at Liberal Arts Colleges: Building Support at Three Small, Private Institutions

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