Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis

International Journal of Educational Technology in Higher Education

Review Article

Aras Bozkurt¹  Rory McGreal²  Orna Farrell³  Soheil Salha⁴  Juan Garzón⁵  David Wiley⁶  Daniel Burgos⁷  Aída López-Serrano⁷  Lin Xu⁸  Ronghuai Huang⁸  Ahmed Tlili⁸  Robert Farrow⁹  Mouna Denden^1,10  Tel Amiel^1,11 

[1] Anadolu University, Eskisehir, Turkey;Athabasca University, Athabasca, Canada;Dublin City University (DCU), Dublin, Ireland;Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine;Faculty of Engineering, Universidad Católica de Oriente, Rionegro, Colombia;Lumen Learning and Brigham Young University, Provo, UT, USA;Research Institute for Innovation and Technology in Education (UNIR iTED), Universidad Internacional de la Rioja (UNIR), Logroño, Spain;Smart Learning Institute of Beijing Normal University, Beijing, China;The Open University, Milton Keynes, UK;Univ. Polytechnique Hauts-de-France, LAMIH, CNRS, UMR 8201, 59313, Valenciennes, France;INSA Hauts-de-France, 59313, Valenciennes, France;University of Brasília, Brasília, Brazil;

关键词: Open educational resources;    Open educational practices;    Learning achievement;    Meta-analysis;    Meta-synthesis;   

DOI  :  10.1186/s41239-023-00424-3

 received in 2023-07-19, accepted in 2023-09-26,  发布年份 2023

来源: Springer

【 摘 要 】

While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies (N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible (g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.

【 授权许可】

CC BY   
© Universitat Oberta de Catalunya 2023

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