Creating the ripple effect: applying student-generated oer to increase engagement in distance education and enhance the OER community

This article presents an overview of an institutional research study conducted at Regent University in Virginia Beach, Virginia, USA, centered on the perceptions and performance of online graduate students creating Open Educational Resources as their course assignments. The study utilized a between groups experimental design approach that compared graduate students’ perceptions and performance before and after the integration of student-generated Open Educational Resources assignments. Initial results from the study showed an increase in perceived authenticity in learning and perceived interactivity and engagement when utilizing OER for course assignments. With relatively few research studies focusing on the perceptions of online graduate level students and the use of student-generated OER, this study is intended to grow a body of knowledge in this area.

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