International Journal of Open Educational Resources
or other factors . In addition , neither the current study nor any previous one has been able to draw causality between textbook choice and withdrawal rates , only correlation . Further qualitative research is needed to determine the relationship between students ’ motivation for withdrawing from classes and the use of OER .
Recommendations
On the other hand , although black / African American students are persisting in the courses studied overall at a higher rate than Hispanic students , they withdraw more frequently than white students and they receive lower final grade averages in OER courses . The reasons for this drop in average final grade in OER need to be explored , perhaps by examining if and how black / African American students use and engage with course materials in OER courses . For example , is the digital-first nature of OER course materials a barrier for this population , perhaps evidence of the digital divide ?
Conclusion
Based on research that has consistently found no significant difference in academic performance between non-OER and OER courses , OER advocates have supported continued adoptions of OER because students are saving significant amounts of money and their performance is not being affected . Despite Grimaldi , Mallick , Waters and Baraniuk ’ s ( 2019 ) assertion that it is virtually impossible to detect OER ’ s effect on performance , this author would still argue that adopting free and open educational resources is a positive move for community colleges that want to demonstrate a commitment to student success and well-being . With access at the heart of the community college mission , OER
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