Are open educational resources (OER) and practices (OEP) efective in improving learning achievement? : a meta-analysis and research synthesis
Guardado en:
| Autor principal: | |
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| Fecha de Publicación: | 2023 |
| Otros Autores: | , , , , , , , , , , , , |
| Formato: | Article |
| Lenguaje: | eng |
| Fuente: | Repositório Institucional da UnB |
| Download full: | http://repositorio.unb.br/handle/10482/47431 https://doi.org/10.1186/s41239-023-00424-3 https://orcid.org/0000-0003-1449-7751 https://orcid.org/0000-0002-0374-8570 https://orcid.org/0000-0003-2791-9925 https://orcid.org/0000-0003-4651-5248 https://orcid.org/0000-0001-5426-1570 https://orcid.org/0000-0003-0498-1101 https://orcid.org/0000-0003-0035-3490 https://orcid.org/0000-0001-9519-2380 https://orcid.org/0000-0002-7625-8396 https://orcid.org/0000-0002-4520-642X https://orcid.org/0000-0002-1775-1148 https://orcid.org/0000-0003-4393-0921 https://orcid.org/0000-0001-9008-7960 https://orcid.org/0000-0001-6722-4744 |
Sumario: | While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies (N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible (g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions. |
Internet
http://repositorio.unb.br/handle/10482/47431https://doi.org/10.1186/s41239-023-00424-3
https://orcid.org/0000-0003-1449-7751
https://orcid.org/0000-0002-0374-8570
https://orcid.org/0000-0003-2791-9925
https://orcid.org/0000-0003-4651-5248
https://orcid.org/0000-0001-5426-1570
https://orcid.org/0000-0003-0498-1101
https://orcid.org/0000-0003-0035-3490
https://orcid.org/0000-0001-9519-2380
https://orcid.org/0000-0002-7625-8396
https://orcid.org/0000-0002-4520-642X
https://orcid.org/0000-0002-1775-1148
https://orcid.org/0000-0003-4393-0921
https://orcid.org/0000-0001-9008-7960
https://orcid.org/0000-0001-6722-4744