Beyond affordability : a single case study exploring international undergraduate students’ experiences with open educational resources in college.
| dc.contributor.advisor | Meehan, Jessica Padrón. | |
| dc.creator | Nkansah, Eunice, 1987- | |
| dc.date.accessioned | 2024-07-17T14:03:48Z | |
| dc.date.available | 2024-07-17T14:03:48Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:03:49Z | |
| dc.description.abstract | Higher education institutions in the United States are experiencing a paradigm shift in two areas. First, in response to the high prices of textbooks, there is a shift from traditional textbooks to Open Educational Resources (OERs). Second, the growing presence of International Undergraduate Students (IUSs) on college campuses is shifting the traditional undergraduate student demographics. The nexus between OER usage and students’ learning experiences is critical due to the financial burden IUSs experience from the high cost of textbooks. The goal of the study was to explore the experiences of IUSs with OERs in college using a single case study design. The Inclusive Pedagogy Framework (IPF) also provided the lens to understand OER as a pedagogical tool. The study recruited four international undergraduate students (IUSs) at a four-year public university. I explored the IUSs’ experiences through individual semi-structured interviews, focus group sessions, and a document review of OER materials. I identified four key findings in the study. First, the findings supported affordability and accessibility as two popular benefits of OERs. Second, the findings pointed to OERs as inclusive pedagogical components that enhance the learning experiences of students from diverse background. Third, the findings showed that financial and social challenges hindered IUSs successful learning and integration in college. Fourth, the results demonstrated a lack of awareness and understanding of OERs. Based on these findings, I recommended increasing OER awareness and training support for undergraduate students, faculty, librarians, and other support offices such as Diversity, Equity, and Inclusion (DEI) on college campuses. In addition, higher education institutions should adopt OERs as an inclusive pedagogical tool to create a more meaningful and welcoming learning experience for IUSs in college. Another recommendation is for IUSs to form student groups that advocate for inclusive policies such as OERs adoption to reduce their financial burden and inclusiveness in college. Overall, the study concluded that OERs have inclusive properties beyond its inherent cost saving ability. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12810 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Beyond affordability : a single case study exploring international undergraduate students’ experiences with open educational resources in college. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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