This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.

中文翻译：

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评估“开放式教学法”对第一学年学生掌握技能的影响

本文介绍了一项2016年课堂研究研究的结果，该研究评估了开放式教学法对英语101的学生技能掌握的影响，英语101是北美两年制社区大学的一年级本科作文课程。五个部分中的92名学生使用相同的免费OER课程材料，但是两个部分被给予了传统作业（即正式论文和语法练习），而其他三个部分被给予了“开放”作业，涉及设计和重新混合开放资源。用于调查对学生技能掌握的影响的作业结果和其他课程指标在学生群体之间的表现上没有统计学上的显着差异，这表明，偏离传统的“一次性”作业不会有任何危害。