ABSTRACT

This study examines community college students (N = 292) enrolled in introductory criminal justice courses, comparing access, use and perceptions of open education resource (OER) textbooks with traditional textbooks. Data were collected over three semesters from students in a large metropolitan city using an online survey. The sample pool is largely non-white and eligible for low income tuition assistance. The analysis uses survey data to explore the following: access (how, when, how much); use (when, where, how); and student perceptions of learning with digital resources (for OER courses). Findings are largely consistent with comparable research conducted on four year and community college specific samples. Compared with textbook courses, OER students are more likely to access the material within the first week of class, on phones or school computers, and find the material easier to obtain. They are also more likely to say they review more of the material, and are more likely to study on campus. These findings indicate that transition to OER course materials has no harmful impact and may serve community college students by removing a variety of impediments related to achieving academic success for the types of students served by community colleges.

摘要

本研究调查了参加刑事司法入门课程的社区学院学生 (N = 292)，比较了开放教育资源 (OER) 教科书与传统教科书的获取、使用和看法。通过在线调查，在三个学期内从一个大城市的学生中收集了数据。样本池主要是非白人，有资格获得低收入学费援助。该分析使用调查数据来探讨以下内容：访问（如何、何时、多少）；使用（何时、何地、如何）；以及学生对使用数字资源学习的看法（对于开放教育资源课程）。研究结果与对四年制大学和社区大学特定样本进行的可比研究基本一致。与教科书课程相比，开放教育资源的学生更有可能在上课的第一周内通过手机或学校电脑访问这些材料，并且发现这些材料更容易获得。他们也更有可能说他们复习了更多的材料，并且更有可能在校园里学习。这些发现表明，过渡到开放教育资源课程材料不会产生有害影响，并且可以通过消除与社区大学服务的学生类型取得学术成功相关的各种障碍来为社区大学学生服务。