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
Aparece en las colecciones:	Artigos publicados em periódicos e afins

Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.