Common weaknesses in OER efficacy studies include reliance on non-standard learning measures and challenges with randomization.¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Many OER efficacy studies rely on non-standard measurements of student learning such as GPA and final exam scores, which can vary when course requirements change. → Hilton 2020 q2 i? Randomization remains challenging in OER efficacy research, with only two studies using randomization, both published prior to 2013. → Hilton 2020 (2)

Evidence¶

Hilton 2020¶

Hilton, J., III. (2020). Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Education Tech Research Dev, 68, 853-876. https://doi.org/10.1007/s11423-019-09700-4

q2 · i? · review · r2

The synthesis's identification of a common methodological weakness across OER efficacy studies regarding the use of non-standard learning measures.

"Weaknesses common among many OER efficacy studies is that they rely on non-standard measurements of student learning. For example, GPA and final exam scores can vary significantly when course requirements and final exams are changed—and both of these are often concomitant with curriculum changes."

Hilton 2020 (2)¶

Hilton, J., III. (2020). Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018. Education Tech Research Dev, 68, 853-876. https://doi.org/10.1007/s11423-019-09700-4

q2 · i? · review · r2

The synthesis's observation about the scarcity of randomized designs in the OER efficacy literature through 2018.

"Randomization continues to be challenging (as it is in much of education research) with the only two OER efficacy studies using randomization being published prior to 2013."

Discussion¶

Related Claims¶

• 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 — related
• Across 2002-2018, OER efficacy research consistently shows that OER does not harm student learning, with a small positive impact. — related
• High school GPA is a better predictor of college graduation than standardized test scores, yet districts continue to rely on test-based readiness benchmarks — related
• A counting days grading incentive raises final exam scores more than a per-question points incentive in an introductory programming course — related
• Teachers' challenges in accepting OER included time to sift resources, inconsistent quality, district discouragement, and negative attitudes — related