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¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Wiley's (2017) regression analysis of 5622 students at eight institutions, Pell-eligible students using OER integrated into interactive courseware had final grades indistinguishable from wealthier peers, whereas Pell-eligible students using traditionally copyrighted materials or OER outside courseware had significantly lower final grades. → 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

q2 · i? · theoretical · r3

The commentary reports Wiley's (2017) multiple regression controlling for previous academic performance, age, race, gender, and enrollment status, using Pell eligibility as a proxy for ability to afford materials, on final grades of 5622 students at eight institutions in an introductory business course. No effect size is printed.

"Pell eligible students who used OER integrated into interactive courseware had final grades that were indistinguishable from their wealthier peers, but Pell eligible students using traditionally copyrighted materials or OER outside the courseware context had final grades significantly lower than their wealthier peers."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Simulation analysis shows failure to account for the access hypothesis likely prevents detecting any effect of OER adoption on student outcomes — related
• Adaptive courseware in a corequisite statistics course was associated with improved course outcomes, particularly for Pell-eligible and corequisite students, but effects are confounded with instructor practices — related
• Courseware impact varied by context: positive on average in 4-year institutions but insignificant in 2-year colleges, more positive in biology, psychology, and math/statistics, and positive when the comparison course was face-to-face rather than the same modality. — related