A Comparison of Academic Outcomes in Courses Taught With Open Educational 资源 & Publisher Content
博尔，L.艾斯奎达，M.C.瑞安，D。., & Kimmel,年代. (2021).
What difference do open educational resources (OER) make compared with publisher content (non-OER) when costs and instructors remain constant? A total of 215 community college students enrolled in online, introductory courses were randomly assigned to OER or non-OER sections and compared on retention at the tuition drop date, completion with a C or better, course completion, and mean final exam scores. Students in the OER sections were retained and persisted at a statistically significant higher rate, lending credibility to the findings of former studies regarding retention and persistence rates in courses taught with OER materials. No statistically significant differences were found on completion rates or final exam scores. OER course materials should be considered in broader initiatives for student success in community colleges. Full 研究 Paper►
Exploring the relationship between clout and cognitive processing in MOOC discussion forums
摩尔，R. L.， C.-J.幂次幂F. E. (2021)
The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub-scores (insight, 因果关系, 差异, 试探性, certainty and differentiation). Clout is a nontransparent summary variable in LIWC that can be used to understand the level of confidence conveyed in the text. Because clout is nontransparent, we do not know the algorithm used to calculate its value. To better understand this variable, this study examined cognitive processing alongside clout. Full 研究 Paper►