First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning
First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning
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大学本科生在线学习中使用开放教育资源的第一年学习经历
DOI：
10.19173/irrodl.v18i7.3167
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
F. Afolabi
中科院分区：
文献类型：
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作者：
F. Afolabi
本研究调查了大学一年级本科生在网络学习中使用开放教育资源（OER）的体验及其课程成绩。本研究采用调查和准实验设计。在初步调查了大学生对OER的认知和接受程度后，共有106名大学本科生参与了本研究。采用4点李克特量表和成就测试的结构化问卷进行数据收集。使用Cronbach’s alpha对这两种仪器进行了验证和试验，以确定其可靠性。数据分析采用简单百分比和t检验。结果清楚地表明，了解在线学习者的技能、可接受性、感知和能力是提供干预策略和适当的支持服务的必要条件，以促进他们对困难概念的理解和学习。研究还发现，对OER有积极认知的学生在成绩测试中表现优异。
This study investigated -the first year University undergraduates’ experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates’ perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach’s alpha. Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners’ skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts. It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.