Abstract
In the last decade, much research has taken place that examines various aspects of Open Educational Resources (OER); while, more recently, educators have begun to explore OER-enabled pedagogy. This study uses an explanatory sequential mixed method approach and is unique in that it incorporates the variable of “engagement” with the original “cost,” “outcomes,” “usage,” and “perception” (COUPE) constructs that are often measured in OER research. It is also unique in that it explores OER-enabled pedagogy through the lens of the COUPE framework. This study analyzes the results of the COUPE framework as applied to an undergraduate general education introductory nutrition course at a public university. Course sections involved utilized OER and OER plus open pedagogy. Quantitative and qualitative data were gathered to assess possible differences between the OER and OER plus sections. Conclusions indicate relatively few differences, although the overall response to OER was generally positive across sections, and the OER-enabled pedagogical approach was viewed as positive.
Highlights
For almost two decades, Open Educational Resources (OER) have been playing a role in the educational scene while promoting the expansion of quality education (Mulder, 2013)
This study found that 96% of students indicated that the open textbooks were at or above average in quality compared to traditional textbooks
What are the differences in outcomes, use, perception, and engagement between undergraduate students who use an OER textbook and students who use an OER textbook and engage in OER-enabled pedagogy? Research Question#2
Summary
Open Educational Resources (OER) have been playing a role in the educational scene while promoting the expansion of quality education (Mulder, 2013). OER are learning materials, including textbooks, that are openly licensed and that permit no-cost access, use, adaptation, and redistribution with no or limited restrictions (Hewlett Foundation, 2020). Using OER can harness the 5Rs permissions to enable flexible and creative applications of these resources in instruction (Wiley, 2014). The 5Rs permissions, which are the right to retain, reuse, revise, remix, and redistribute the resources, are activities that can be applied to an OER as allowed by specific copyright licenses (Wiley and Hilton, 2018). The 5Rs support open pedagogical approaches to instruction sometimes referred to as OER-enabled pedagogy. The 5Rs support open pedagogical approaches to instruction sometimes referred to as OER-enabled pedagogy. Wiley and Hilton (2018) define OERenabled pedagogy as “the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER” (p. 135)
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