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Learner Perceptions of Open Pedagogy in a Psychology Course: A Case Study on Instructional Design With Open Educational Resources
Abstract
A research and course re-design project was undertaken to document, evaluate, and report the effects of implementing an OER-enabled pedagogy project in a psychology course within Georgia Southwestern State University. The project involved redesigning alternative and ‘renewable assignments' in a course using open textbooks to replace some paper writing assignments that are ‘disposable.' Data was gathered from 42 students enrolled in the course, including surveys, student reviews, and instructor feedback. Results indicated that students prefer the renewable assignments, which helped them better understand the content and prepare for the exams. They also like to be involved in the decision process, such as the choice of assignment, including the questions they created in the exams. Feedback from instructors indicated that effort and time was about the same or slightly more effective in terms of course preparation, implementation, and student performance. However, students' engagement was increased, and improvements can certainly be made for next semester.
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