Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses

Autor/inn/en	Engler, Jennifer N.; Shedlosky-Shoemaker, Randi
Titel	Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses
Quelle	In: Psychology Learning and Teaching, 18 (2019) 1, S.36-47 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Engler, Jennifer N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725718810241
Schlagwörter	Shared Resources and Services; Textbooks; Introductory Courses; Psychology; Undergraduate Students; Mastery Learning; Instructional Effectiveness; Outcomes of Education; Academic Achievement; Electronic Publishing + Suchen Sie Ihr Suchwort? Gemeinwirtschaft; Textbook; Text book; Schulbuch; Lehrbuch; Einführungskurs; Psychologie; Unterrichtserfolg; Lernleistung; Schulerfolg; Schulleistung; Elektronisches Publizieren
Abstract	Open Educational Resources (OER) remove barriers to access instructional material. In light of their increased availability and use, a body of research has emerged to examine the impact of OER on college student success. While many of these studies have broadly examined efficacy across a variety of disciplines, the current study specifically examined the impact of the type of textbook (commercial vs. OER) on course content mastery within an undergraduate sample of introductory psychology students (N = 63) while controlling for instructor and student differences. Results indicated that there were no significant differences in content mastery between those students in introductory psychology courses who were assigned a traditional commercial textbook and those who were assigned an OER textbook. These results support that OER can be equally effective as traditional, commercial textbooks and have implications for course material selections that help ensure access for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01