Preliminary Evidence on the Effect of an Open-Source Textbook in Second-Year Undergraduate Analytical Chemistry Courses

Grinias, James P.; Smith, Trevor I.

doi:10.1021/acs.jchemed.0c00293

Cited by 5 publications

(5 citation statements)

References 23 publications

(36 reference statements)

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“…Perhaps for this reason, the literature does not provide strong evidence that use of OER results in improved student learning outcomes that would result in changed enrollment behavior. Student learning outcomes are generally similar when OER and commercial textbooks are used (Beile et al, 2020;Clinton & Khan, 2019;Cummings-Clay, 2020;Engler & Shedlosky-Shoemaker, 2019;Fialkowski et al, 2020;Fowler et al, 2020;Grinias & Smith, 2020;Hilton, 2020;Jones & Nyland, 2020;Kalaf-Hughes, 2021;Stoval et al, 2019;Vander Waal Mills et al, 2019). Some exceptions are Hardin et al (2019), who found that student learning was significantly increased with the use of OER, and Delgado et al (2019), who found that students performed significantly worse when OER were used.…”

Section: Enrollment Behaviormentioning

confidence: 98%

No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

McNulty,

Hofer,

Lantrip

2024

ijoer

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The purpose of this study is to determine whether the no-and lowcost schedule designation used statewide at Oregon's public community colleges and universities had an effect on student enrollment behavior, and whether it had a more pronounced effect for historically underserved student populations. Research questions included (1) whether there was a difference in the percentage that designated and undesignated sections filled, (2) whether there was a difference in the make-up of the student population in designated and undesignated sections, and (3) whether there was a difference in the number of credits per term students were enrolled in between students in designated and undesignated sections. Data from six public institutions of higher education were analyzed using a Factorial ANOVA for Research Questions 1 and 3 and One-Way ANOVAs for Research Question 2. The data analysis showed that designated sections filled at a significantly higher percentage; students in undesignated sections took more credits per term, but that this statistical significance did not translate into a real-world difference that would affect students' lives; and that the proportion of historically underserved students is significantly higher in designated sections. Due to this study's limitations, the results may not be generalizable, but the authors hope that this method may be replicable in other settings. These findings have implications for stakeholders including faculty, staff who support these schedule designations, and the Oregon Higher Education Coordinating Commission and legislature in terms of future directions for improving the processes surrounding these designations to better support students.

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Section: Enrollment Behaviormentioning

confidence: 98%

No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

McNulty,

Hofer,

Lantrip

2024

ijoer

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“…In this study, we measured the effect of OERs on performance in general chemistry. Unlike previous work in OER use in chemical education, , students self-selected which materials they would use in the course. Thus, it is important to consider what other factors influence success in general chemistry and control for them as much as possible.…”

Section: Literature Reviewmentioning

confidence: 99%

Let Students Choose: Examining the Impact of Open Educational Resources on Performance in General Chemistry

2021

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General chemistry is a gateway course for most STEM majors, so student success is a priority for chemistry faculty. Providing quality information resources for students, including textbooks, is one way that instructors can support student learning. However, these resources can be prohibitively expensive for some students, causing them to opt out of purchasing a textbook or incur stress from the costs of time and money to obtain a textbook. Open educational resources (OERs) are no-cost materials, available in the public domain, that students and instructors can use to reduce the financial burden of college coursework. However, as chemistry instructors consider adopting OERs, they may be concerned about the time cost to reframe their courses around different materials, the risk of negatively impacting student learning, and whether the benefits to students outweigh those costs and risks. Although the financial benefits to students have been established, and the evidence suggests minimal risk of poor academic outcomes, the cost to instructors continues to be prohibitively high. In this study, the instructor used a commercial text as the official resource for the course and offered students a choice to use either the commercial textbook or an OER textbook. This soft adoption of OERs dramatically reduced the time cost associated with using the OER for the instructor, while providing financial benefits to students who chose the OER. To address the risk that using an OER might negatively impact student performance, we investigated the impact of student textbook choice on student performance in general chemistry, controlling for relevant academic and affective variables. We found that students using OER performed as well as students using the commercial textbook. With minimal effort, chemistry instructors can provide a no-cost alternative for students, with confidence that it will not detrimentally affect their learning.

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“…Pre-lecture learning modalities typically fall into two broad categories: textbook-based and video-based. Pre-lecture learning from textbooks, the more traditional approach, has been used extensively, − but several important roadblocks persist. Frequently, students claim that textbooks are time-consuming to read, contain extraneous content, and have confusing terminology. − Consequently, textbook reading assignments often have low completion rates (i.e., low reading compliance), with as few as 3% of students in general chemistry completing reading assignments before class. ,− Students claim that reading prior to lecture is redundant when similar content will be covered in class in a more concise and understandable manner, suggesting that students are unwilling to adopt regular pre-lecture reading habits because they do not appreciate the usefulness of textbooks for pre-lecture learning. , While it is possible to increase reading compliance, this requires additional accountability measures such as reading quizzes on assigned textbook material. − Reading quizzes have been reported to increase student motivation and overall reading compliance, , but instructors are often hesitant to use them in light of student disapproval .…”

Section: Introductionmentioning

confidence: 99%

Improving Learning Outcomes and Metacognitive Monitoring: Replacing Traditional Textbook Readings with Question-Embedded Videos

Pulukuri

Abrams

2021

J. Chem. Educ.

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When students effectively engage with textbooks or videos prior to class, more active and collaborative learning activities can be incorporated into subsequent face-to-face learning. Such pre-lecture assignments are particularly important in flipped classrooms, where a portion of the content is delivered primarily before face-to-face instruction. While a large amount of research has addressed the need to improve active learning during lectures, little work has examined the need to improve out-of-class preparation. Most often, out-of-class preparation consists of videos or assigned textbook readings, but question-embedded videos have also been shown to be effective. When using question-embedded videos, students must pause the video and solve problems as they watch the video, transforming their passive video watching into an active learning experience. Here, we present the results of a randomized control trial study that compares learning behaviors and outcomes between students using content-equivalent resources: organic chemistry textbook readings or question-embedded videos. We found that students who used question-embedded videos for their preparation had significantly higher learning gains and metacognitive monitoring proficiencies than students who used textbook readings. These results indicate that question-embedded videos enforce more productive feedback-driven problem-solving behaviors than textbook readings, which leads to substantial gains in performance and metacognitive monitoring, better preparing students for in-class instruction.

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Preliminary Evidence on the Effect of an Open-Source Textbook in Second-Year Undergraduate Analytical Chemistry Courses

Cited by 5 publications

References 23 publications

No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

No Cost and Low Cost Schedule Designation and Student Enrollment Behavior at Oregon Community Colleges and Public Universities

Let Students Choose: Examining the Impact of Open Educational Resources on Performance in General Chemistry

Improving Learning Outcomes and Metacognitive Monitoring: Replacing Traditional Textbook Readings with Question-Embedded Videos

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