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Do open educational resources improve student learning? Implications of the access hypothesis

TitleDo open educational resources improve student learning? Implications of the access hypothesis
Publication TypeJournal Article
Year of Publication2019
AuthorsGrimaldi, P. J., Basu Mallick D., Waters A. E., & Baraniuk R. G.
PublisherPLOS ONE
Start Page1
Issue3
Pagination1-14
Date Published3/2019
Keywordsaccess hypothesis, OER, OER efficacy, research methods
Abstract

Open Educational Resources (OER) have been lauded for their ability to reduce student costs and improve equity in higher education. Research examining whether OER provides learning benefits have produced mixed results, with most studies showing null effects. We argue that the common methods used to examine OER efficacy are unlikely to detect positive effects based on predictions of the access hypothesis. The access hypothesis states that OER benefits learning by providing access to critical course materials, and therefore predicts that OER should only benefit students who would not otherwise have access to the materials. Through the use of simulation analysis, we demonstrate that even if there is a learning benefit of OER, standard research methods are unlikely to detect it.

URLhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0212508
DOI10.1371/journal.pone.0212508.s002
Rights

Attribution 4.0 International (CC BY 4.0)

Short TitlePLoS ONE
Refereed DesignationRefereed
AttachmentSize
journal.pone_.0212508.pdf901.02 KB
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