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Impact of OER in Teacher Education
Cummings-Clay, Denise

Published31 December 2020
JournalOpen Praxis
Volume 12, Issue 4, Pages 541-554
CountryUnited States, North America

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.

Keywords open education · open educational resources · distance education · teacher education · early childhood education · technology in the classroom

LanguageEnglish
ISSN2304-070X
RefereedYes
RightsCC BY
DOI10.5944/openpraxis.12.4.1112
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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