Impact of open educational resources on student performance in an introductory Geography course

ABSTRACT

There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional “for cost” teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students’ academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students’ academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom.

KEYWORDS:

• OER
• STEM education
• academic performance
• laboratory
• withdrawal rates

Acknowledgements

The author would like to thank Eugene Hopkins and Rachel Hightshoe for their assistance in implementing and refining the OER manual. Funding for creation of the OER manual was provided by a University of Nebraska Omaha Libraries OER Grant.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the University of Nebraska Omaha Libraries [2021].