with OER Implementation OER and Retention Completion OERs have been around for a long time MERLOT 1997 MIT Open Courseware 2002 BCCampus OpenEd 2003 State or regionwide OER Textbook replacement programs are rather new ID: 557671
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Slide1
Retention and Completion
with OER ImplementationSlide2
OER and Retention / Completion
OERs have been around for a long time:
MERLOT: 1997
MIT Open Courseware: 2002
BCCampus
OpenEd
: 2003
State- or region-wide OER Textbook replacement programs are rather new:
CSU Affordable Learning Solutions: 2010
UMN Open Textbook Library: 2012
Affordable Learning Georgia: 2013Slide3
Large retention and completion analyses in these new statewide programs are still forthcoming.We can look at both related and measurable factors to retention and completion within
case studies to predict the effects OER
will
have in the future. Slide4
Related Retention Factors
Availability of Academic Resources
Satisfaction with CostsSlide5
Academic Resources
From research literature, we do know that:
Medium or high levels of
academic resources available
at an institution lead to a higher probability of degree completion.
Correlation was even
stronger with students of lower socioeconomic status
(SES), but positively correlated at
all SES levels.Potential Impact from OER: The creation, adaptation, and adoption of OER within courses increases the availability of academic resources.
Cabrera, A. et al. (2012).
Pathways to a four-year degree.
In
Seidman
, A., ed. (2012).
College Student Retention
, 2
nd
ed. Lanham:
Rowman
and Littlefield, Inc. Slide6
Satisfaction with Costs
Also from the literature:
Satisfaction with the costs
of a four-year degree program leads to higher degree completion rates among low-SES students.
Potential Impact from OER:
OERs reduce the associated costs of a degree program, leading to increased satisfaction with costs.
OER replacements of commercial textbooks have saved students millions of dollars, including over $1 million in USG FY 2014.
The UGA Biology pilot project alone saved students over $150,000 in one year—6 times the cost of the project’s Incubator Grant.
Cabrera, A. et al. (2012).
Pathways to a four-year degree.
In
Seidman
, A., ed. (2012).
College Student Retention
, 2
nd
ed. Lanham:
Rowman
and Littlefield, Inc. Slide7
Measurable Retention Factors
Engagement
Grade Performance
Retention and Successful Completion in Courses
Passing Percentage per Student
D
ollar Spent on Learning MaterialsSlide8
Grade Performance
Grade performance
obviously affects retention and completion, but how do OER fit in?
In an Open University student survey:
OER textbook replacements improved grades for 47% of respondents
66% had an increase in the subject’s interest after using OER in courses
64% of respondents had an increase in learning experience satisfaction in OER courses over other courses
45% reported an increase in lesson engagement with OER courses
https://openstaxcollege.org/news/oer-research-hub-student-surveySlide9
Case: Virginia State College of Business
In a one-year pilot program to replace commercial textbooks with OER:
30-40% increase in GPAs
More than $200,000 in student savings
http://www.aascu.org/WorkArea/DownloadAsset.aspx?id=6308Slide10
Case: Mercy College Mathematics
In a college-wide adoption or OER: All 27 sections of Basic Mathematics replaced commercial textbooks with OER in fall 2012.
The pass rate for the course increased from 48.40% in spring 2011 to 68.90% in fall 2012.
Students saved $125,000 during the first year.
According to a new measure proposed by David Wiley of Lumen Learning: This is an over 50x increase in
passing percentage per dollar spent by students on course materials
.
http://opencontent.org/blog/archives/3462Slide11
Case: University System of Georgia
The first USG Open Textbook was made for the core curriculum
US History I
course and implemented in
eCore
in Summer and Fall 2013.
In
Spring
2013, prior to open text implementation: 88% HIST 2111 retention rate.In Summer 2013, the first semester with the Open Textbook, retention increased to 94%.
Successful completion (
grades A,
B,
and
C) rose
from 56% in the spring to 84% in the summer with the open textbook
.
Retention is the measure of non
-
withdrawals (grades A
,B,C,D,F
)
Successful course completion is the
measure of
grades A,
B,
and
C.
N
on
-successful course
completion is the measure of grades D
, F, W,
and
WF.Slide12
OER implementation directly improves these related and measurable retention and completion factors: Academic Resources AvailableOpen Textbooks available at all times with no cost-related barriers to access
Satisfaction with Costs
Open Textbooks are free
Especially increases completion in low SES students
Grade Performance
Increased course retention, successful completion rates, and overall GPAs in case studies
Increased student performance per dollar spent on learning materials
Summary