Exploring Open Educational Resources for college Algebra
| Published | June 2017 |
| Type of work | Special Issue: Outcomes of Openness: Empirical Reports on the Implementation of OER |
| Journal | The International Review of Research in Open and Distributed Learning Volume 18, Issue 4, Pages 50-59 |
ABSTRACT
It is estimated that the average student spends around 1200 USD on books and supplies every school year; thus, textbook affordability has become more and more of a challenge for students. Replacing traditionally expensive learning resources with open educational resources (OER) can have a great impact in the reduction of cost for post-secondary education and student learning. With these benefits as a backdrop, this article describes a case study in which one college instructor adopted OER for College Algebra, offered as a hybrid learning model. This paper discusses this experience with adopting such materials and their impact on student success.| Keywords | college algebra · hybrid course · math · open education resources |
| Published at | Athabasca, AB |
| ISSN | 1492-3831 |
| Other number | 4 |
| Refereed | Yes |
| Rights | by/4.0 |
| DOI | 10.19173/irrodl.v18i4.3003 |
| URL | http://www.irrodl.org/index.php/irrodl/article/view/3003 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 80 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Case Study 3: Exploring Open Educational Resources for informal learning
Alexander Mikroyannidis; Connolly, Teresa; Kroop, Sylvana; Mikroyannidis, Alexander; Wolpers, Martin
This chapter explores the potential of informal learning within a Personal Learning Environment (PLE), as well as the identified informal learning cultures that have evolved from the use of Open Educational Resources ...
Match: exploring
Exploring OER awareness and engagement of academics from a Global South perspective - a case study from Ghana
Loglo, Frank Senyo; Zawacki-Richter, Olaf
This study explored how academics in a Ghanaian university conceptualized and engaged with OER through a qualitative approach (in-depth interviews). “Access” emerged as the most dominant theme in how OER was ...
Match: exploring
Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective
Zhou, Junjie
The purpose of this paper was to investigate what factors influence learners' continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model ...
Match: exploring
Exploring the MOOC format as a pedagogical approach for mLearning
de Waard, Inge; Koutropoulos, Apostolos; Keskin, Nilgün Özdamar; Abajian, Sean C.; et al.
This paper takes a look at the MOOC format as a possible pedagogical approach to fit mobile learning
(mLearning) based on mutual affordances of both contemporary learning/teaching formats. The paper
presents a case ...
Match: exploring
Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation
Bonk, Curtis; Zhu, Meina; Kim, Minkyoung; Xu, Shuya; et al.
This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open ...
Match: exploring
No university credit, no problem?: Exploring recognition of non-formal learning
Jobe, William
Massive Open Online Courses (MOOCs) are disrupting traditional, higher education and redefining how learning takes place online. These open courses typically offer some form of recognition, such as a certificate of ...
Match: exploring
Exploring demographics and students’ motivation as predictors of completion of a Massive Open Online Course
Zhang, Qing; Bonafini, Fernanda Cesar; Lockee, Barbara B.; Jablokow, Kathryn W.; Hu, Xiaoyong
This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and ...
Match: exploring
Exploring the experiences of instructors teaching massive open online courses in tourism and hospitality: A mixed methods approach
Lin, Jingjing; Cantoni, Lorenzo
Massive Open Online Courses (MOOCs) have existed as a disruptive educational phenomenon for nine years. Grounded in the roots of distance education, open education, Open Educational Resources, and OpenCourseWare, MOOCs ...
Match: exploring
Exploring co-studied Massive Open Online Course subjects via social network analysis
Jordan, Katy
Massive Open Online Courses (MOOCs) allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the ...
Match: exploring
“Time is the bottleneck”: A qualitative study exploring why learners drop out of MOOCs
Eriksson, Thommy; Adawi, Tom; Stöhr, Christian
Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners’ experiences of participating in MOOCs and factors that ...
Match: exploring
