RUcore: Rutgers University Community Repository
Student usage of open educational resource learning materials in algebra 2
Descriptive
TitleInfo
Title
Student usage of open educational resource learning materials in algebra 2
Name
(type = personal)
NamePart
(type = family)
Applebee
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(type = given)
Jennifer
NamePart
(type = date)
1974-
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Jennifer Applebee
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(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Tomlinson-Clarke
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(type = given)
Saundra
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Saundra Tomlinson-Clarke
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
O’Donnell
NamePart
(type = given)
Angela
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Angela O’Donnell
Affiliation
Advisory Committee
Role
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(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Battey
NamePart
(type = given)
Daniel
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Daniel Battey
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
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(authority = RULIB)
school
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Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2019
DateOther
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(type = degree)
2019-01
CopyrightDate
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2019
Place
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(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
The cost of college course materials has increased dramatically in recent years. Traditional publishers advocate the use of lower-cost digital and custom editions, but both options have limitations in their ability to save students money (Senack & Donoghue, 2016). Open-educational resources (OER) are openly-licensed materials that may be used for free for educational purposes. OER are gaining in popularity as a viable alternative to traditionally published materials. Students have reported finding OER to be of equal or better quality when compared to traditional materials, and course outcomes have not been negatively impacted when OER materials are adopted (Colvard, Watson, & Park, 2018).
The purpose of this study was to describe the implementation of OER resources in a developmental Algebra 2 class for community college students who have declared non-STEM majors. The resources included a student workbook, associated videos, and an online homework tool which were cultivated to align with the Algebra 2 learning outcomes. Surveys and interviews were used to examine student and faculty perceptions of the OER materials. Final exam data indicated that there were no significant differences in the outcomes of students who used the OER resources and those who used the traditional resources.
Students generally had positive reactions to the OER materials used in this study, particularly the videos. Interestingly, students used the OER online homework tool in more ways than students used the traditional online homework tool. Faculty believed that students interacted with the OER materials with greater frequency than students who used traditional materials. In addition to the positive reactions, areas for improvement of the OER materials were noted. Specifically, students described a lack of written worked examples in the online and print materials, while also acknowledging the benefits of the available video worked examples.
The results of this study will be used to inform course material adoption decisions at the study location. The findings build confidence that OER materials are a viable option for community college mathematics course and provide direction when selecting and developing such materials.
The purpose of this study was to describe the implementation of OER resources in a developmental Algebra 2 class for community college students who have declared non-STEM majors. The resources included a student workbook, associated videos, and an online homework tool which were cultivated to align with the Algebra 2 learning outcomes. Surveys and interviews were used to examine student and faculty perceptions of the OER materials. Final exam data indicated that there were no significant differences in the outcomes of students who used the OER resources and those who used the traditional resources.
Students generally had positive reactions to the OER materials used in this study, particularly the videos. Interestingly, students used the OER online homework tool in more ways than students used the traditional online homework tool. Faculty believed that students interacted with the OER materials with greater frequency than students who used traditional materials. In addition to the positive reactions, areas for improvement of the OER materials were noted. Specifically, students described a lack of written worked examples in the online and print materials, while also acknowledging the benefits of the available video worked examples.
The results of this study will be used to inform course material adoption decisions at the study location. The findings build confidence that OER materials are a viable option for community college mathematics course and provide direction when selecting and developing such materials.
Subject
(authority = RUETD)
Topic
Design of Learning Contexts
Subject
(authority = ETD-LCSH)
Topic
Community college students
Subject
(authority = ETD-LCSH)
Topic
Open access publishing
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_9431
PhysicalDescription
Form
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electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (204 pages : illustrations)
Note
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Ed.D.
Note
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Includes bibliographical references
Note
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by Jennifer Applebee
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-3pj4-md25
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Applebee
GivenName
Jennifer
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2018-12-14 20:13:13
AssociatedEntity
Name
Jennifer Applebee
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ETD
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windows xp
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1.4
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Microsoft® Word 2013
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2018-12-14T19:41:00
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2018-12-14T19:41:00
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