Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition

Matthew Bloom

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

Full Text:

HTML PDF XML

References


Grewe, K.E., & Davis, W.P. (2017). The impact of enrollment in an OER Course on Student Learning Outcomes. International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.2986

Hegarty, B. (2015). Attributes of open pedagogy: a model for using open educational resources. Educational Technology. Retrieved from https://commons.wikimedia.org/wiki/File:Ed_Tech_Hegarty_

_article_attributes_of_open_pedagogy.pdf

Knox, J. (2013). Five critiques of the open educational resources movement. Teaching In Higher Education, 18(8), 821–832. https://doi.org/10.1080/13562517.2013.774354

Scott, J.L., Moxham, B.J., & Rutherford, S.M. (2014). Building an open academic environment - a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’. Journal Of Anatomy, 224(3), 286–295. https://doi.org/10.1111/joa.12112

Wiley, D. (2013, October 21). What is open pedagogy? [Blog post]. iterating toward openness. Retrieved from https://opencontent.org/blog/archives/2975.

Wiley, D., & Hilton III, J.L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

Wiley, D., Webb, A., Westin, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students success. The International Review of Research in Open and Distributed Learning, 18(4). http://dx.doi.org/10.19173/irrodl.v18i4.3022




DOI: http://dx.doi.org/10.5944/openpraxis.11.4.1025

Refbacks

  • There are currently no refbacks.