Table 1
Comparison Survey for Students and Faculty.
| FACULTY (n = 1) | STUDENTS (n = 24) | t-TEST | |
|---|---|---|---|
| Value | |||
| Q1: How valuable do you think your students found/did you find the work on the renewable assignments? | 4.00 | 3.83 | –0.89 |
| Q5: The renewable assignment was more valuable to my students than other kinds of assignments./I found the renewable assignment to be more valuable than other kinds of assignments | 4.00 | 3.75 | –1.19 |
| Interest | |||
| Q2: How interesting do you think your students found/ did you find the work on the renewable assignment to be, as compared to other kinds of assignments? | 4.00 | 3.75 | –1.93 |
| Q6: The renewable assignment was more interesting to my students than other kinds of assignments./I found the renewable assignment to be more interesting than other kinds of assignments. | 4.00 | 3.88 | |
| Motivation | –1.14 | ||
| Q3: How motivating do you think your students found/ did you find the work on the renewable assignment to be, as compared to other kinds of assignments? | 4.00 | 3.58 | |
| Q7: The renewable assignment was more motivating to my students than other kinds of assignments./I found the renewable assignments to be more motivating than other kinds of assignments. | 4.00 | 3.63 | –0.72 |
| Reward | |||
| Q4: How rewarding do you think your students found/ did you find the work on the renewable assignment to be, as compared to other kinds of assignments? | 5.00 | 3.71 | –7.21*** |
| Q8: The renewable assignment was more rewarding to my students than other kinds of assignments./I found the renewable assignment to be more interesting than other kinds of assignments. | 5.00 | 3.83 | –6.23*** |
[i] Note: ***p < .001.
Table 2
Examples and Frequency of Themes of Perceived Benefits.
| THEME | FREQUENCY | EXAMPLE |
|---|---|---|
| Valuable | 5 | “I enjoy doing this kind of assignment even if it takes a lot of time and effort. Also working in a wider audience made me think my work is more valuable to others.” |
| Engaging | 5 | “I think it’s better because you were able to talk about things that the class seemed passionate about. You didn’t have to base what you taught on a book from 1993.” |
| Deep-learning | 4 | “I learned a lot more due to a feeling that I needed to provide deep and well-informed information about my topic to others.” |
| Teamwork | 3 | “Somebody had knowledge someone didn’t know so they shared, and everybody’s knowledge increased because of it.” |
[i] N = 24.
Table 3
Examples and Frequency of Themes of Perceived Drawbacks.
| THEME | FREQUENCY | EXAMPLE |
|---|---|---|
| Issues with group work | 5 | “Working in groups when you can’t meet up is impossible.” |
| Lack of motivation | 4 | “It was hard to motivate myself to continue working on the assignment because it was spread out over the whole semester.” |
| Potential to cheat | 3 | “Students might cheat.” |
| Complicated | 2 | “It can be kind of stressful and came across as complicated at first.” |
[i] N = 24.
Table 4
Faculty Reflection.
| QUESTION | RESPONSE |
|---|---|
| Have you involved your students in open/renewable assignments before this semester? | Yes |
| If so, was it in this same course, a different course, or both? | Both |
| Were the primary learning materials in this course open educational resources? | Yes |
| Were students asked to create new artifacts or revise/remix existing OER as part of this assignment? | Yes |
| Did the new and/or adapted artifacts created by the students have value beyond supporting their learning as individuals? | Yes |
| Were students invited to publicly share their new artifacts or revised/remixed OER? | Yes |
| Were students invited to openly license their new artifacts or revised/remixed OER? | Yes |
| What benefits did your students find in completing the open/renewable assignment? | “Their work had a higher impact since it impacted more than just themselves. They are able to share this work as a part of a student portfolio as an example of good work that they have completed. They understand a bit more about Creative Commons permissions.” |
| What do you see as the major possible drawbacks of this kind of assignment for your students? | “It was time-consuming. There was a large learning curve at the beginning. Some had trouble working with their group members. They did not understand the Creative Commons licensing at first.” |
[i] N = 1.