Content area
With the increasing use of open educational resources (OERs) in higher education, and the potential of OERs to enhance student learning, this study investigated minority students’ perceptions of using OERs in learning computer programming. The influence of minority students’ OER perceptions on their learning outcomes, as well as the relationships of the perception variables were explored. The participants were minority students from an HBCU institution in the southeastern United States. Quantitative approaches were used to analyze the collected data. The results indicated that the minority students’ perceptions of using OERs had a significant influence on their perceived learning outcomes in learning computer programming. OER self-efficacy did not influence the minority students’ perceived learning for programming. Understanding of OERs, OER interest, and OER self-efficacy significantly predicted the minority students’ perceived value/usefulness of OERs in learning coding.
Details
Educational Quality;
Learning Activities;
Literature Reviews;
Educational Resources;
Influence of Technology;
Learning Processes;
Computers;
Academic Achievement;
Learning Experience;
Educational Technology;
Open Educational Resources;
Meta Analysis;
Goal Orientation;
Beliefs;
Educational Objectives;
Outcomes of Education;
Minority Group Students;
Educational Experience;
Educational Environment;
Course Content;
Learner Engagement;
Integrated Activities;
Higher Education;
Programming
; Hung-Wei, Tseng 3
1 Department of Applied Engineering Technology, North Carolina A&T State University, Greensboro, NC 27401, USA
2 Department of Critical Literacy, Technology & Multilingual Education, Rowan University, Glassboro, NJ 08028, USA
3 Department of Professional Counseling & Leadership/Online@JSU, Jacksonville State University, Jacksonville, AL 36265, USA