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Título : Are open educational resources (OER) and practices (OEP) efective in improving learning achievement? : a meta-analysis and research synthesis
Autor : Tlili, Ahmed
Garzón, Juan
Salha, Soheil
Ronghuai Huang
Lin Xu
Burgos, Daniel
Denden, Mouna
Farrell, Orna
Farrow, Robert
Bozkurt, Aras
Amiel, Tel
McGreal, Rory
López Serrano, Aída
Wiley, David
metadata.dc.identifier.orcid: https://orcid.org/0000-0003-1449-7751
https://orcid.org/0000-0002-0374-8570
https://orcid.org/0000-0003-2791-9925
https://orcid.org/0000-0003-4651-5248
https://orcid.org/0000-0001-5426-1570
https://orcid.org/0000-0003-0498-1101
https://orcid.org/0000-0003-0035-3490
https://orcid.org/0000-0001-9519-2380
https://orcid.org/0000-0002-7625-8396
https://orcid.org/0000-0002-4520-642X
https://orcid.org/0000-0002-1775-1148
https://orcid.org/0000-0003-4393-0921
https://orcid.org/0000-0001-9008-7960
https://orcid.org/0000-0001-6722-4744
metadata.dc.contributor.affiliation: Smart Learning Institute of Beijing Normal University, Beijing, China
Faculty of Engineering, Universidad Católica de Oriente, Rionegro, Colombia
Faculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, Palestine
Smart Learning Institute of Beijing Normal University, Beijing, China
Smart Learning Institute of Beijing Normal University, Beijing, China
Research Institute for Innovation and Technology in Education (UNIR iTED), Universidad Internacional de la Rioja (UNIR), Logroño, Spain
Univ. Polytechnique Hauts-de France, LAMIH, CNRS, UMR 8201, 59313 Valenciennes, France
INSA Hauts-de-France, 59313 Valenciennes, France
Dublin City University (DCU), Dublin, Ireland
The Open University, Milton Keynes, UK
Anadolu University, Eskisehir, Turkey
University of Brasília
Athabasca University, Athabasca, Canada
Research Institute for Innovation and Technology in Education (UNIR iTED), Universidad Internacional de la Rioja (UNIR), Logroño, Spain
Lumen Learning and Brigham Young University, Provo, UT, USA
Assunto:: Recursos educacionais abertos (REA)
Aprendizagem
Fecha de publicación : 13-oct-2023
Editorial : Springer Open
Citación : TLILI, Ahmed et al. Are open educational resources (OER) and practices (OEP) efective in improving learning achievement?: a meta-analysis and research synthesis. International Journal of Educational Technology in Higher Education, v. 20, art. n.54, 2023. DOI: https://doi.org/10.1186/s41239-023-00424-3. Disponível em: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00424-3. Acesso em: 22 jan. 2024.
Abstract: While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this tension, a meta-analysis and research synthesis of 25 studies (N = 119,840 participants) was conducted to quantitatively investigate the effects of OER and OEP on students’ learning achievement. The analysis included course subject, level of education, intervention duration, sample size, geographical distribution, and research design as moderating variables of the obtained effects. The findings revealed that OER and OEP have a significant yet negligible (g = 0.07, p < 0.001) effect. Additionally, the analysis found that the obtained effect can be moderated by several variables, including course subject, level of education and geographical distribution. The study findings can help various stakeholders (e.g., educators, instructional designers or policy makers) in understanding what might hinder OER and OEP effect on learning achievement, hence accommodating better learning outcomes and more effective interventions.
metadata.dc.description.unidade: Faculdade de Educação (FE)
Departamento de Métodos e Técnicas (FE MTC)
Licença:: © The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the mate‑ rial. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creativecommons.org/licenses/by/4.0/.
DOI: https://doi.org/10.1186/s41239-023-00424-3
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