Impact of OER in Teacher Education

Denise Cummings-Clay

doi:10.5944/openpraxis.12.4.1112

Impact of OER in Teacher Education

Open Praxis

Volume 12 (2020): Issue 4

By: Denise Cummings-Clay

Open Access

|Dec 2020

Abstract

The purpose of this research study, which employed a quantitative research design, was to determine if there was a difference in the grades achieved by students who were enrolled in an entry-level Foundations of Education course using Open Educational Resources (OER) versus the grades achieved by students who used textbooks in other course sections. The goal was to find out whether OER was of the same or higher quality as textbooks in our minority-serving higher education institution. The outcomes revealed that there was no significant difference in grades for course sections that used OER when compared to course sections that used textbooks. Thus, it can be concluded that OER were as good as the textbook usage. The study was conducted at Hostos Community College (HCC), a two-year college of City University of New York (CUNY). CUNY is comprised of 25 campuses across the five boroughs in New York City, USA.

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Articles in this issue

DOI: https://doi.org/10.5944/openpraxis.12.4.1112 | Journal eISSN: 2304-070X

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Language: English

Page range: 541 - 554

Submitted on: Apr 23, 2020

Accepted on: Sep 25, 2020

Published on: Dec 31, 2020

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

Open education,

open educational resources,

distance education,

teacher education,

early childhood education,

technology in the classroom

© 2020 Denise Cummings-Clay, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 12 (2020): Issue 4