Open educational resources: an analysis of Minnesota State Colleges and Universities student preferences

Kinskey, Caroline; King, Hunter C.; Miller, Carrie Lewis

doi:10.1080/02680513.2018.1500887

Cited by 14 publications

(17 citation statements)

References 9 publications

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“…However, students' preferences for learning materials have changed and alternatives to textbooks are becoming increasingly important. Online tools and materials are such alternatives, which are attractive as they cost little [3], are up-to-date and can be easily maintained by their creators. Instructors need to consider such changes in students' learning preferences and adapt their teaching style and materials accordingly.…”

Section: Introductionmentioning

confidence: 99%

Gamified E-learning in medical terminology: the TERMInator tool

et al. 2020

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Background: Proficiency in medical terminology is an essential competence of physicians which ensures reliable and unambiguous communication in everyday clinical practice. The attendance of a course on medical terminology is mandatory for human and dental medicine students in Germany. Students' prerequisites when entering the course are diverse and the key learning objectives are achieved to a varying degree. Methods: A new learning space, the "TERMInator", was developed at the University Medicine Greifswald to meet the medical students' individual learning needs better. The interactive e-learning course serves as a supplement to the seminars, lectures and tutorials to rehearse and practically apply the course contents at an individual pace. It uses gamification elements and is supplied via the learning platform Moodle. The TERMInator was pilot implemented in two consecutive winter terms (2018/19, 2019/20) and comprehensively evaluated based on the general course evaluations and an anonymous questionnaire covering aspects of content, layout and user friendliness of the TERMInator and questions concerning the students' learning preferences. Results: The TERMInator was rated very positively overall, which was also fed back to the lecturers during the classes. Students appreciate the new e-learning tool greatly and stress that the TERMInator should be further expanded. The handling of the TERMInator was considered to be very easy and, therefore, almost no training time was needed. The tasks were easy to understand and considered a good supplement to the seminar contents. The extent and quality of the images were seen rather critically. The students' learning strategies differ. Although e-learning options were generally rated as very important, student tutorials were considered by far the most important. Conclusions: Medical terminology classes are characterised by heterogeneous learning groups and a high workload within a short time, which can lead to major challenges for the teaching staff. Complementary gamified e-learning tools are promising in view of the students' different knowledge levels and changing learning behaviour. Trial registration: Not applicable.

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Section: Introductionmentioning

confidence: 99%

Gamified E-learning in medical terminology: the TERMInator tool

et al. 2020

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“…The development of technology has also had great effects in education and training, and has led to the emergence of different training methodologies and materials in these areas 12,13 . Studies showing that downloading and presenting visual content from a mobile phone is better in mind 4 .…”

Section: Discussionmentioning

confidence: 99%

Is Learning Medical Terminology Facilitated with Visual Materials?

Yücekaya¹

2021

jamp

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The aim of this study was to observe the effects of visual materials with technology in anatomical terminology learning and short-and memorize. A total of 187 students enrolled and divided into two groups, 95 students (17.89± 0.06 years, 63 F, 32 M) were in group A and 92 students (17.94±0.05 years, 67 F, 25 M) were in group B. Group A received a document containing anatomic terms supported with visually (ex. pictures, shapes, cartoons) and Turkish meanings of terms, which uploaded to the phones of students. A text that contains anatomic terms and Turkish meanings of terms was given to students in Group B. Students studied these documents in their spare time. During semester three routine quizzes were conducted to the students. First exam was performed one week after documents were given, second exam was 1 month, and third exam was three months after. The content of all exams was the same. All exams were held without prior notice to assess learning skills and self-study request. There was a significant difference between three exams (p<0.001). Examination scores was significantly higher in second and third exam comparing with first exam. Also second exam score was significantly higher than third exam (p<0.001). There was a significant difference in examination scores between and within groups (p<0.001). Examination scores was significantly higher in group A than group B at three exams. The study shows that more visual education with technology can be a useful tool if well designed and integrated into current anatomy teaching methods and the curriculum.

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“…The Creative Commons (CC) license allows for free distribution of an otherwise copyrighted product/article (https://creativecommons.org/licenses/). CC allows instructors to use and modify materials to fit their courses (Ikahihifo et al, 2017; Kinskey et al, 2018; Mishra, 2017). Hence, OER can be modified to fit an instructor’s lesson plan or classroom needs.…”

Section: Background On Oermentioning

confidence: 99%

Implementation and evaluation of open educational and free resources to replace textbook in program evaluation course.

Phillips¹,

Piechota²,

Fogle³

2021

Scholarship of Teaching and Learning in Psychology

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This initial evaluation investigated student satisfaction with open educational and free online resources replacing a textbook in a Program Evaluation course for upper-level undergraduate psychology majors. Students in five courses (N = 35) completed the course using open educational and free readings (provided on the learning management system Moodle). Both qualitative and quantitative responses indicated that the majority of students were satisfied with open educational (OER) and free online resources. An analysis of student grades comparing groups who used a traditional textbook versus groups who used OER showed no difference. This evaluation provides an example of an evaluation process for OER and some preliminary support for this particular transition from text to OER and online resources. The article concludes with the limitations of this evaluation and future directions.This preliminary evaluation investigated student satisfaction with open educational (OER) and free online resources replacing a textbook in a Program Evaluation course for upper-level undergraduate psychology majors who took classes in a program for working adult students. Open Educational Resources (OER) are, "high-quality educational materials" that are "freely licensed, remixable learning resources" (William and Flora Hewlett Foundation, 2021, p. 1), and can include textbooks, slides, and videos (Ikahihifo et al., 2017). Transitions from using traditional textbooks to OER require careful planning, awareness of limitations of OER, and evaluation of the process. This article aims to describe a potential evaluation process, including limitations, to consider in early implementation of OER for a specific course. We use the term OER throughout this manuscript, but readers should note that the Program Evaluation course described used both OER and free online resources for educational materials.This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Open educational resources: an analysis of Minnesota State Colleges and Universities student preferences

Cited by 14 publications

References 9 publications

Gamified E-learning in medical terminology: the TERMInator tool

Gamified E-learning in medical terminology: the TERMInator tool

Is Learning Medical Terminology Facilitated with Visual Materials?

Implementation and evaluation of open educational and free resources to replace textbook in program evaluation course.

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