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Student Perspectives [clear filter]
Tuesday, April 24


OER Use and Community College Students Approaches to Deep Learning
Open Educational Resources (OER) have the potential to bridge the gap for community college students not only because they are more affordable or provide access but also because they have the potential to make learning more meaningful for these same students. Although issues related to access and affordability have been extensively researched, less is known related to the conditions under which courses that incorporate OER foster deep learning approaches among community college students. In this presentation, the researcher will discuss initial findings of a qualitative research study conducted at a large, urban community college in the U.S. The researcher used focus group data to examine the ways in which student use of OER contributed to their approaches to deep learning in their college courses. The focus group data will describe the experiences and perceptions of these community college students enrolled in courses which use OER and investigate the ways in which use of OER fosters approaches to deep learning in these same students. Previous OER efficacy studies have employed quantitative methods, examining metrics such as pass rates, grades, retention, future course enrollment, and time to completion. In contrast, this qualitative study uses thick description of students’ use of OER and students’ learning processes in community college courses to discover the ways in which use of OER contributes to deep learning. This research was conducted as part of a dissertation. Preliminary findings were not available at the time of the deadline for proposal submissions. More qualitative research from the students’ point of view is needed in the field of Open Education, and so it is hoped that this qualitative study fills that gap and opens the door for future qualitative research studies on OER efficacy and student learning.

avatar for Kim Grewe

Kim Grewe

Chancellor's Faculty Fellow, Northern Virginia Community College
I am an educator, scholar, technology enthusiast, and champion of Open Education with over 25 years' teaching experience from middle school to community college. I am currently working on a PhD in Community College Leadership at Old Dominion University where I am conducting research... Read More →

Tuesday April 24, 2018 16:10 - 16:35
Thursday, April 26


Saving What for Whom: Student Perspectives on the OER Initiative at Kingsborough Community College, or How To Keep All the Stakeholders Involved
Kingsborough Community College, an urban community college is developing a faculty-driven OER program funded by the $8 million New York State OER grant. To increase adoption of OERs on campus, while maintaining the utmost respect for academic freedom and compassion for our more technologically challenged colleagues, we have focused on making the financial case to faculty. We present faculty members with data on student finances, which puts the cost of textbooks in stark relief. Once most individual faculty members become aware of the existence high quality alternatives to costly textbooks, they are committed, and we begin the work of converting their course to one that uses OERs. Yet there is one important perspective that has so far been missing from the discussion- that of the students- do they like the OERs that are being adapted for their classrooms, or would they prefer the traditional textbook approach, or something else? We have depended on the growing body of literature that says students using OERs perform as well or better as students using traditional course materials, and that students believe that the OERs are just as good or better than traditional course materials, but these studies for the most part have been conducted at institutions with very different student profiles than Kingsborough. Therefore, as we seek to expand the adoption of OERs and move the campus towards a culture of open education, it is imperative to consider how Kingsborough students are doing with these materials and how they feel about them, and to consider this feedback as crucial to any assessment, revision, or institutionalization of OERs at Kingsborough. This presentation will describe the program as we’ve built it across disciplines, and the results of our first round of student evaluations, including grade analysis, surveys, and focus groups.

SLIDES: https://goo.gl/aHVhyQ

avatar for Shawna Brandle

Shawna Brandle

In the Garage Productions
Shawna M. Brandle (@inthegarageprod) is the Executive Producer of In the Garage Productions. Come see Family Obligations at the Galaxy Highland on Saturday October 26 at 3pm and Wednesday October 30 at 4pm.

Dawn Levy

Kingsborough Community College

Dorina Tila

Kingsborough Community College

Thursday April 26, 2018 11:45 - 12:10


MOOCs in Sri Lankan higher education system: Exploring students’ perspective in a developing country
Massive Open Online Courses (MOOCs) are not new anymore. Since 2012, xMOOCs started getting popular after introduction of Coursera, edX and Udacity. There are nearly 10 different popular MOOC platforms and nearly 2000 courses offered through MOOCs. Despite the concerned low-level completion rates, Universities and institutions invest on MOOCs expecting to be benefited to students around the world. There are studies to explore perceptions of MOOCs, in identifying what causes drop-outs and other problems of relating to MOOCs, yet in these studies, the majority of the students were representing students from developed countries. Fraction of the MOOC perspective is belonging to developing countries yet there are not enough studies conducted toward the direction. It is important that countries understand the potential of MOOCs and explore the impact it can create to the developing economy. Sri Lanka is South Asian island neighboring to India, With the growth of economy, country is seeking young population to equipped with the education and MOOCs could potentially be an option. However, students in higher education less likely see the potential of the new phenomena. In this study, we tried to understand the context of MOOCs from Sri Lankan students’ perspective. A systematic data collection method using multi agents to collect data in web based questionnaire and semi structured interviews were used. Data collected across 13 out 15 government universities and 10 out of 19 other institutes who are permitted to provide Degrees under university grant commission. Our objective was to understand students’ perception, awareness and identify satisfaction and limitations of using MOOCs and this will resemble the developing countries perspective. We will refine the abstract once we complete the data analysis and this paper will demonstrate data and present analysis of a systematic study.

avatar for Dilrukshi Gamage

Dilrukshi Gamage

University of Moratuwa
Serial MOOCer, Trying to change the culture of instructivist learning to meaningful learning with peer connections. Building Human centered designs to facilitate collaboration.

Thursday April 26, 2018 13:15 - 13:40
Commissie 2


Different Viewpoint on MOOC Participants' Success: Satisfaction and Intention-Fulfillment as Outcome Measures
The success of lifelong learning in MOOCs and other OERs should be evaluated not through traditional lenses, instructor-focused measures such as dropout rates and assignments completion, but rather through non-formal learner-centered measures such as learner satisfaction and the fulfillment of learner intentions. The goal of this research was to predict the two learner-centered outcome measures using learning analytics and educational data mining. Data gathered from self-report questionnaires, and actual behavior was collected. 125 MOOC participants answered a pre- and a post-questionnaire and their behavioral measurements were harvested from the log-files of the course. Using structural equation modeling allows an identification of the effect of the independent variables included in the study - demographic and educational background, outcome beliefs, online self-regulation learning, learners’ behavior and perceived course usability. The results suggest that participants’ gender, number of weekly quizzes taken and the length of participation in the course affect the perception of individual intention-fulfillment, while the number of lectures that the participants attended affects the level of course satisfaction. Moreover, positive outcome beliefs, the ability to regulate the learning by setting goals and the perceived usability of the course influenced the level of intention-fulfillment and course satisfaction. The results enable to develop a theoretical and practical perspective of student perception of courses outcomes which is essential when discussing lifelong learning. It is suggested that MOOCs and other OERs designers and developers encourage their participants to set their goals and to evaluate expected benefits to exploit the potential benefit from course participation to the full.


Marco Kalz

Welten-Institute - Research Center for Learning, Teaching and Technology

Thursday April 26, 2018 13:40 - 14:05
Commissie 2