The California Community College system is investing in the development of free educational resources, or OER, as an alternative to traditional textbooks to relieve some of the financial burden students experience and remove barriers to student completion and access. However, little research on the impacts of OER in the community college sector exists, especially as related to its impacts on credit hour intensity (units and enrollment). This study’s focus was to determine whether at one large, urban southern California community college students who enrolled in any classes utilizing OER in the Fall 2018 and Spring 2019 terms enrolled in a higher number of credit hours than those who did not. The second purpose was to determine whether students enrolled in a greater number of credit hours when they enrolled in multiple courses utilizing OER. An ex post facto quasi-experimental study utilizing t-tests and propensity score matching revealed that students who enroll in classes utilizing OER enroll in statistically significant higher numbers of credit hours than those who do not. Additionally, the number of additional credit hours increases in a statistically significant manner when students enroll in multiple classes utilizing OER. These findings provide evidence for further investment and support of OER in the community colleges as increased credit intensity is positively related not only to student completions but also apportionment funding.
|School:||National American University|
|Department:||Community College Leadership Program|
|School Location:||United States -- South Dakota|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational technology, Instructional Design|
|Keywords:||Completion, Cost of education, Enrollment, OER, Open educational resources|
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