Assessing the impact of "open pedagogy" on student skills mastery in first-year composition
| Published | December 2019 |
| Journal | Open Praxis Volume 11, Issue 4, Pages 343-353 |
| Country | United States, North America |
ABSTRACT
This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.| Keywords | open pedagogy · OER · first-year composition · renewable assignments |
| Language | English |
| ISSN | 2304-070X |
| Refereed | Yes |
| Rights | CC BY-SA |
| DOI | 10.5944/openpraxis.11.4.1025 |
| URL | https://openpraxis.org/index.php/OpenPraxis/article/view/1025 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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