Simulation analysis shows failure to account for the access hypothesis likely prevents detecting any effect of OER adoption on student outcomes¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Grimaldi et al. (2019) demonstrate via simulation analysis that if researchers fail to account for students who would have had access to required course materials even had they been expensive, they will likely be unable to detect any effect of OER adoption on student outcomes. → David A. Wiley 2021

Evidence¶

David A. Wiley 2021¶

David A. Wiley. (2021). Open educational resources: undertheorized research and untapped potential. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09907-w

q1 · i? · theoretical · r3

Simulation analysis reported by Grimaldi, Basu Mallick, Waters, and Baraniuk (2019) and summarized in the commentary; the authors suggest failure to account for the access hypothesis may contribute to the large number of no significant difference findings in OER research.

"Using simulation analysis, they demonstrate that if researchers fail to account for students who would have had access to required course materials even had they been expensive, they will likely be unable to detect any effect of OER adoption on student outcomes."

Discussion¶

Related Claims¶

• OER adoption is expected to save students money and close the achievement gap in the short term, but this benefit will likely disappear over the longer term — related
• Pell-eligible students using OER integrated into interactive courseware had final grades indistinguishable from wealthier peers, while Pell-eligible students using other materials had significantly lower grades — related
• Relative advantage of OER alone will not lead to rapid adoption, especially if framed as cost savings — related