Date
4-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Eric Lovik
Keywords
affective learning, community college, first-year students, open educational resources, perceived learning, traditional textbooks
Disciplines
Education | Educational Leadership
Recommended Citation
Carpenter-Horning, Amanda, "The Effects of Perceived Learning on Open Sourced Classrooms within the Community Colleges in the Southeastern Region of the United States" (2018). Doctoral Dissertations and Projects. 1678.
https://digitalcommons.liberty.edu/doctoral/1678
Abstract
This study examined the perceived learning of students using open educational resources in face-to-face and distance education courses at nine community colleges in the southeastern region of the United States. The purpose of this causal-comparative study was to determine if students using open educational resources perceive learning differently from those using traditional textbooks as measured by the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale (Rovai, Wighting, Baker, & Grooms, 2009). Students at nine community colleges in the southeastern region of the United States completed the CAP Perceived Learning Scale following the successful completion of a first-year seminar course. The researcher collected data from the student population that included the learning materials used by the students as part of the course. Students received the CAP Perceived Learning Scale via their official student email accounts issued to them by their respective college. This study sample size was 5,644; the researcher completed a series of t-tests on the data and analyzed the results. The results of this study found a statistically significant difference in the perceived learning scores of students enrolled in courses using open educational resources and students enrolled in classes using traditional textbooks. However, a statistically significant difference was not found in the affective learning scores of students using open educational resources and students enrolled in courses using traditional textbooks. The results of this study will assist educators in making data-informed decisions regarding the implementation of open educational resources in college classrooms. The researcher included future research suggestions in the manuscript.
