Pub Date : 2021-06-20DOI: 10.1080/02680513.2021.1942810
K. Kulikowski, S. Przytuła, L. Sulkowski
ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.
{"title":"Emergency forced pandemic e-learning – feedback from students for HEI management","authors":"K. Kulikowski, S. Przytuła, L. Sulkowski","doi":"10.1080/02680513.2021.1942810","DOIUrl":"https://doi.org/10.1080/02680513.2021.1942810","url":null,"abstract":"ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"36 1","pages":"245 - 262"},"PeriodicalIF":4.8,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1942810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46030231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/02680513.2021.1918076
C. Douce
{"title":"25 years of Ed Tech by Martin Weller","authors":"C. Douce","doi":"10.1080/02680513.2021.1918076","DOIUrl":"https://doi.org/10.1080/02680513.2021.1918076","url":null,"abstract":"","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"36 1","pages":"198 - 200"},"PeriodicalIF":4.8,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1918076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/02680513.2021.1917351
C. Douce
Welcome to the second issue of Open Learning for 2021. Like other issues, the papers presented within this issue are all, in one way or another, connected to each other, but for a number of different reasons. This issue also contains what could be described as a Special Section of papers from the University of South Africa (Unisa). Presenting these papers in a small group reflects the depth of open and distance learning practice that takes place within Unisa. This issue opens with a paper by Kyungmee Lee (2021) entitled Openness and innovation in online higher education: a historical review of the two discourses. The concept of discourse should be familiar to many readers, and is defined by Lee as a concept that ‘refers to certain claims or assumptions that are shared and often taken for granted by people in a particular society’. Lee’s focus is, of course, on two key concepts: what is meant by openness, which is a key theme and subject within this journal, and what is meant by innovation. Both of these terms are specifically discussed in the context of Athabasca University, Canada. In some respects, this first paper touches on themes that are explored later in this issue: the importance of concepts (such as theories), and the importance of empirical studies in understanding a particular context. The next paper, by Moeketsi Letseka, is the first of three from Unisa, the University of South Africa. Letseka holds the post of UNESCO Chair in Open and Distance Learning at Unisa and begins by presenting a useful summary of the history of Unisa. Linking back to a key theme that was explored by Lee, Moeketsi states that Unisa regards itself as open, and defines openness as ‘removing barriers to access learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes’. Moeketsi summarises the role and scope of the Chair and offers commentary on a number of themes that should be familiar to readers, such as: technology support teaching, open educational resources, MOOCs and learning analytics. One point that I should like to make is that the language and terminology used by Moeketsi reflects the organisational context that he presents. I also felt that the description of the history of Athabasca by Lee and this history of Unisa offers a helpful and useful contrast. The second Unisa paper is by Zongozzi, who writes about a concept analysis of theory in South African Open Distance and E-Learning research. Zongozzi works in the Institute for Open and Distance Learning, which was previously mentioned in Letseka’s earlier paper. The aim of Zongozzi’s paper ‘is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research’. I really enjoy and appreciate papers that discuss and debate the important notion of theory, and its role within distance learning research. My own personal view is that theory has a fundamental and
{"title":"Editorial: perspectives on openness, innovation, and theory","authors":"C. Douce","doi":"10.1080/02680513.2021.1917351","DOIUrl":"https://doi.org/10.1080/02680513.2021.1917351","url":null,"abstract":"Welcome to the second issue of Open Learning for 2021. Like other issues, the papers presented within this issue are all, in one way or another, connected to each other, but for a number of different reasons. This issue also contains what could be described as a Special Section of papers from the University of South Africa (Unisa). Presenting these papers in a small group reflects the depth of open and distance learning practice that takes place within Unisa. This issue opens with a paper by Kyungmee Lee (2021) entitled Openness and innovation in online higher education: a historical review of the two discourses. The concept of discourse should be familiar to many readers, and is defined by Lee as a concept that ‘refers to certain claims or assumptions that are shared and often taken for granted by people in a particular society’. Lee’s focus is, of course, on two key concepts: what is meant by openness, which is a key theme and subject within this journal, and what is meant by innovation. Both of these terms are specifically discussed in the context of Athabasca University, Canada. In some respects, this first paper touches on themes that are explored later in this issue: the importance of concepts (such as theories), and the importance of empirical studies in understanding a particular context. The next paper, by Moeketsi Letseka, is the first of three from Unisa, the University of South Africa. Letseka holds the post of UNESCO Chair in Open and Distance Learning at Unisa and begins by presenting a useful summary of the history of Unisa. Linking back to a key theme that was explored by Lee, Moeketsi states that Unisa regards itself as open, and defines openness as ‘removing barriers to access learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes’. Moeketsi summarises the role and scope of the Chair and offers commentary on a number of themes that should be familiar to readers, such as: technology support teaching, open educational resources, MOOCs and learning analytics. One point that I should like to make is that the language and terminology used by Moeketsi reflects the organisational context that he presents. I also felt that the description of the history of Athabasca by Lee and this history of Unisa offers a helpful and useful contrast. The second Unisa paper is by Zongozzi, who writes about a concept analysis of theory in South African Open Distance and E-Learning research. Zongozzi works in the Institute for Open and Distance Learning, which was previously mentioned in Letseka’s earlier paper. The aim of Zongozzi’s paper ‘is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research’. I really enjoy and appreciate papers that discuss and debate the important notion of theory, and its role within distance learning research. My own personal view is that theory has a fundamental and","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"36 1","pages":"109 - 111"},"PeriodicalIF":4.8,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1917351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/02680513.2020.1743172
J. N. Zongozzi
ABSTRACT A conceptual confusion of theory exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose not to apply theory, apply a narrow definition, or risk their manuscripts being rejected when theory is inadequately applied. This article seeks to expand the understanding of the concept theory in South African ODeL research. In particular, the purpose of the paper is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research. Subsequently, the article develops a conceptual framework through a comprehensive literature review, and through the application of the eight steps for a concept analysis. This framework consists of six conceptual components related to the application of theory in order to meet the expected outcome of a particular ODeL research project. Four of the components that are deemed more important include defining attributes, identifying model cases, antecedents, consequences and empirical referents. The conceptual framework serves as a thinking tool for an integrated and deepened understanding of the concept theory and for enhancing the appropriate use of theories in South African ODeL research.
{"title":"A concept analysis of theory in South African Open Distance and E-Learning research","authors":"J. N. Zongozzi","doi":"10.1080/02680513.2020.1743172","DOIUrl":"https://doi.org/10.1080/02680513.2020.1743172","url":null,"abstract":"ABSTRACT A conceptual confusion of theory exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose not to apply theory, apply a narrow definition, or risk their manuscripts being rejected when theory is inadequately applied. This article seeks to expand the understanding of the concept theory in South African ODeL research. In particular, the purpose of the paper is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research. Subsequently, the article develops a conceptual framework through a comprehensive literature review, and through the application of the eight steps for a concept analysis. This framework consists of six conceptual components related to the application of theory in order to meet the expected outcome of a particular ODeL research project. Four of the components that are deemed more important include defining attributes, identifying model cases, antecedents, consequences and empirical referents. The conceptual framework serves as a thinking tool for an integrated and deepened understanding of the concept theory and for enhancing the appropriate use of theories in South African ODeL research.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"36 1","pages":"149 - 163"},"PeriodicalIF":4.8,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2020.1743172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59832659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-08DOI: 10.1080/02680513.2021.1911793
S. Ukwoma, P. Ngulube
ABSTRACT This study identified trends and patterns of theory use in open and distance learning research by examining the research articles published in open and distance journals between 2009 and 2018. A content analysis of 1,393 articles in open and distance learning journals was conducted. Theory use is characterised as a situation in which an author uses a theory to explain the research variables in the article and answer the research questions. The findings showed that 385 theories were used in 366 articles that were published in five open and distance learning journals. The theories that were mainly used were those from related disciplines such as education, social sciences and information systems. There has been an increase in theory use among open and distance learning journals over the years. Since theory advances research and scientific discipline, and predicts what will or could be, the importance of awareness of the role of theory in research should be highlighted and the growth in theory use in open and distance learning research should be intensified.
{"title":"Trends and patterns of theory use in open and distance education research journals 2009-2018","authors":"S. Ukwoma, P. Ngulube","doi":"10.1080/02680513.2021.1911793","DOIUrl":"https://doi.org/10.1080/02680513.2021.1911793","url":null,"abstract":"ABSTRACT This study identified trends and patterns of theory use in open and distance learning research by examining the research articles published in open and distance journals between 2009 and 2018. A content analysis of 1,393 articles in open and distance learning journals was conducted. Theory use is characterised as a situation in which an author uses a theory to explain the research variables in the article and answer the research questions. The findings showed that 385 theories were used in 366 articles that were published in five open and distance learning journals. The theories that were mainly used were those from related disciplines such as education, social sciences and information systems. There has been an increase in theory use among open and distance learning journals over the years. Since theory advances research and scientific discipline, and predicts what will or could be, the importance of awareness of the role of theory in research should be highlighted and the growth in theory use in open and distance learning research should be intensified.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"38 1","pages":"194 - 208"},"PeriodicalIF":4.8,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1911793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.1080/02680513.2021.1906639
Emma Jones, R. Samra, Mathijs F. G. Lucassen
ABSTRACT The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants’ perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an ‘online pivot’, with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.
{"title":"Key challenges and opportunities around wellbeing for distance learning students: the online law school experience","authors":"Emma Jones, R. Samra, Mathijs F. G. Lucassen","doi":"10.1080/02680513.2021.1906639","DOIUrl":"https://doi.org/10.1080/02680513.2021.1906639","url":null,"abstract":"ABSTRACT The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants’ perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an ‘online pivot’, with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"38 1","pages":"117 - 135"},"PeriodicalIF":4.8,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1906639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42860536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1080/02680513.2021.1906641
Lucas Kohnke, B. Moorhouse
ABSTRACT COVID-19 has led to dramatic changes in the way teachers teach and students engage in higher education (HE). To cater for social distancing and learners’ diverse needs, including being in different geographical locations from their HE instruction, different modes of teaching and learning have been adopted. One such mode is HyFlex. HyFlex sees teachers teaching students at the same time in a physical classroom and synchronously online through video-conferencing software. This small-scale exploratory study considers the experiences and perceptions of nine post-graduate students who attended a six-week course delivered through HyFlex. Findings suggest that while there were communication challenges between students who attended through different modes, participants did appreciate the flexibility it afforded. The utilisation of various features of the video-conferencing software and other digital tools were seen as essential to the effectiveness of HyFlex.
{"title":"Adopting HyFlex in higher education in response to COVID-19: students’ perspectives","authors":"Lucas Kohnke, B. Moorhouse","doi":"10.1080/02680513.2021.1906641","DOIUrl":"https://doi.org/10.1080/02680513.2021.1906641","url":null,"abstract":"ABSTRACT COVID-19 has led to dramatic changes in the way teachers teach and students engage in higher education (HE). To cater for social distancing and learners’ diverse needs, including being in different geographical locations from their HE instruction, different modes of teaching and learning have been adopted. One such mode is HyFlex. HyFlex sees teachers teaching students at the same time in a physical classroom and synchronously online through video-conferencing software. This small-scale exploratory study considers the experiences and perceptions of nine post-graduate students who attended a six-week course delivered through HyFlex. Findings suggest that while there were communication challenges between students who attended through different modes, participants did appreciate the flexibility it afforded. The utilisation of various features of the video-conferencing software and other digital tools were seen as essential to the effectiveness of HyFlex.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"36 1","pages":"231 - 244"},"PeriodicalIF":4.8,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1906641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48551828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.1080/02680513.2021.1899907
K. Lister, J. Seale, C. Douce
ABSTRACT Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, the barriers and enablers to mental wellbeing in distance learning must be understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. Sixteen distance learning students and five tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.
{"title":"Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing","authors":"K. Lister, J. Seale, C. Douce","doi":"10.1080/02680513.2021.1899907","DOIUrl":"https://doi.org/10.1080/02680513.2021.1899907","url":null,"abstract":"ABSTRACT Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, the barriers and enablers to mental wellbeing in distance learning must be understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. Sixteen distance learning students and five tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"38 1","pages":"102 - 116"},"PeriodicalIF":4.8,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1899907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48190672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-17DOI: 10.1080/02680513.2021.1874330
Brenda K. Vollman
ABSTRACT This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges.
{"title":"Access, use and perceptions of open (free) and traditional textbooks: an exploratory comparative analysis of community college criminal justice courses","authors":"Brenda K. Vollman","doi":"10.1080/02680513.2021.1874330","DOIUrl":"https://doi.org/10.1080/02680513.2021.1874330","url":null,"abstract":"ABSTRACT This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":"38 1","pages":"260 - 280"},"PeriodicalIF":4.8,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1874330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44759909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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