Factors Impacting Student Perception of Open Educational Resources

Autor/inn/en	Fine, Monica B.; Read, Heather
Titel	Factors Impacting Student Perception of Open Educational Resources
Quelle	In: e-Journal of Business Education and Scholarship of Teaching, 14 (2020) 1, S.151-173 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-9132
Schlagwörter	Student Satisfaction; Open Educational Resources; Textbooks; Cost Effectiveness; Student Characteristics; Institutional Characteristics; Online Courses; Access to Education; Teacher Effectiveness; Student College Relationship; College Students; Correlation; Paying for College + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Collegestudent; Korrelation; Studienfinanzierung
Abstract	This research investigates the factors that impact students' perceptions of Open Educational Resources (OER) in Higher Education. This study examines the factors that impact the student perception of these materials to add to the pedagogical discussion surrounding the increased use of OER resources as a method of improving student access to education. This study looked at factors regarding student, course and university characteristics. The results suggest that feelings of connectivity to the course, a preference for lower costs of education, likelihood to rate faculty members higher, and preferences for online courses contribute to positive student perceptions of open educational course materials, however factors such as income or perceptions of monetary benefit show little effect. (As Provided).
Anmerkungen	Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail: editor@ejbest.org; Web site: http://www.ejbest.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01