Abstract
We investigate Open Educational Resources (OER) in post-secondary Calculus with face-to-face instruction using web-based homework in a side-by-side comparison with Closed (Proprietary) Educational Resources (CER). Statistical analyses using multilinear regression models are developed to demonstrate several significant effects, to within a probability of 5%. Our first finding is that students’ pretest scores and access dates to online homework were both significant factors in predicting first exam scores. While pretest scores were similar between the groups, students in the OER group accessed the online homework earlier in the semester, which contributed to higher first exam scores. Second, homework scores were significantly higher in the CER group, which was a significant measure of final exam scores. In understanding this result, we cite student comments suggesting the proprietary CER homework system had more resources providing help on problems. However, the differences in final course grades were not significant. We conclude from our study that the OER materials are effective, but recommend that care is taken to ensure the free materials provide a quality experience.
Highlights
Successful adoption of Open Educational Resources (OER) in higher education arguably depends on the effectiveness of the materials
We investigated the effectiveness of OER in teaching College Calculus using faceto-face instruction
We demonstrated significant differences in performance between the OER and closed (proprietary) educational resources (CER) groups, and we developed multilinear models to predict performance based on the covariates: pre-test, homework access data, group (CER or OER), and homework average
Summary
Successful adoption of Open Educational Resources (OER) in higher education arguably depends on the effectiveness of the materials. There may be other factors to consider, such as development of the materials and potential administrative roadblocks. If an argument is made that OER is at least as effective as traditional non-free closed (proprietary) educational resources (CER), why not choose the free, more adaptable and accessible OER? Regardless of these factors, effective OER should be considered a viable substitute to CER. We report on the results of a study designed to compare free OER to the proprietary CER used in Calculus at our university. Performance measures were used to compare student achievement between the two groups
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