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Assessing the impact of "open pedagogy" on student skills mastery in first-year composition
Bloom, Matthew

PublishedDecember 2019
JournalOpen Praxis
Volume 11, Issue 4, Pages 343-353
CountryUnited 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

LanguageEnglish
ISSN2304-070X
RefereedYes
RightsCC BY-SA
DOI10.5944/openpraxis.11.4.1025
URLhttps://openpraxis.org/index.php/OpenPraxis/article/view/1025
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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