The commentary offers a practice-based perspective on Hilton's (2016) OER efficacy review in the context of the COVID-19 pivot to remote instruction¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The commentary interprets Hilton's (2016) review of OER efficacy and perceptions research through the lens of practice during the 2020 COVID-19 pivot to remote instruction. → Hodges 2021

Evidence¶

Hodges 2021¶

Hodges, C. B. (2021). Shift to digital perspectives on Hilton (2016) from the perspective of practice. Education Tech Research Dev, 69, 397–400. https://doi.org/10.1007/s11423-020-09838-6

q1 · i? · theoretical · r2

The commentary's abstract states its purpose: offering "perspectives from a lens of practice" on Hilton's (2016) OER review. No data are reported; the support is the author's stated argument.

"This paper offers the authors perspectives from a lens of practice on the paper, Open educational resources and college textbook choices: A review of research on efficacy and perceptions, by John Hilton III published in Educational Technology Research and Development volume 64, pages 573–590 in 2016."

Discussion¶

Related Claims¶

• Across 2002-2018, OER efficacy research consistently shows that OER does not harm student learning, with a small positive impact. — related
• OER efficacy research methodology improved between 2015 and 2018, with more studies controlling for student and teacher variables. — related
• Common weaknesses in OER efficacy studies include reliance on non-standard learning measures and challenges with randomization. — related
• The number of published OER efficacy and perceptions studies rose rapidly between 2015 and 2018, with more studies published in those 3 years than in the previous 15. — related
• Students achieve the same or better learning outcomes when using OER compared to commercial textbooks, while saving significant amounts of money. — related
• The majority of faculty and students who have used OER had a positive experience and would do so again. — related
• Future OER research should examine disaggregated data for specific student populations, conduct quantitative meta-analyses, and compare specific OER materials and subject areas. — related
• In direct comparisons of OER and commercial textbooks, a strong majority of participants report OER are as good or better. — related
• OER effectiveness in online courses is attributed to their technological affordances — related
• The commentary calls for future research to examine what student-centered learning in online environments looks like in different contexts — related