Undergraduate Learning Gains and Learning Efficiency in a Focused Open Education Resource

Authors

DOI:

https://doi.org/10.19173/irrodl.v26i2.8117

Keywords:

open educational resources, OER, normalized learning gains, student learning outcomes, think-aloud semi-structured interview, undergraduate introductory biology

Abstract

The high cost of commercial textbooks in higher education creates barriers to equitable access to learning materials and negatively impacts student performance. Open educational resources (OER) offer a cost-effective alternative, but their impact on student learning remains a critical question. This study directly compared student outcomes between OER and commercial textbooks in a controlled reciprocal design. Forty undergraduate participants completed reading tasks and knowledge assessments using both textbook types, focusing on topics in DNA structure and function and population ecology. Results showed no significant differences in learning gains between OER and commercial textbooks, consistent with prior research. However, participants spent significantly less time on task when using the shorter, learning objective-aligned OER readings, particularly for jargon-heavy DNA content. These findings highlight the potential of OER to reduce cognitive load and improve efficiency without compromising learning outcomes. Future research should explore the role of textbook alignment, length, and student preparation strategies in optimizing learning with OER, particularly in flipped classroom contexts. This study supports OER adoption as a cost-saving measure that maintains academic integrity while enhancing accessibility and efficiency.

Author Biographies

Chrissy Spencer, School of Biological Sciences, Georgia Institute of Technology

Chrissy Spencer is an evolutionary biologist and biology education researcher. Her PhD in Genetics on genetic influences on the evolution of aging is from the University of Georgia. She is currently a principal academic professional in the School of Biological Sciences at the Georgia Institute of Technology, where she teaches throughout the curriculum in introductory and core courses related to evolution, ecology, genetics, math models, and teaching assistant training. She has partnered with colleagues to write open education resource (OER) textbooks for introductory biology courses. Her research examines metacognition, belonging in science, and the efficacy and usage of open education resources.

Aakanksha Angra, American Society of Hematology

Aakanksha Angra received a B.S. degree in biology from Georgia Institute of Technology in 2012 and a Ph.D. degree in biology education from Purdue University in 2016. She was a professor of biology at Georgia State University from 2018-2021 before working at the University of Minnesota as an Instructional Designer. Presently, she is a Learning Scientist and Senior Manager at The American Society of Hematology. Her research interests include curriculum development, assessments, medical and professional education.

Kata Dósa, Centre for Teaching and Learning, Corvinus University of Budapest

Kata Dósa is a learning scientist, education developer and education researcher. She received her PhD from the University of Wisconsin-Madison, after graduating at ELTE with an MSc in Environmental Science. As a postdoctoral researcher, she taught and worked at the Georgia Institute of Technology's Center for Teaching and Learning in Atlanta, USA. She then led the Centre for Teaching and Learning at the Budapest Business University for four years. Currently, she is the director of the Centre for Teaching and Learning at Corvinus University of Budapest, with a mission to enhance the learning of thousands of future leaders. Her research ventures into the role of gratitude practices in higher education, the experience of LGBT+ students in the classroom and developing humility and compassion as a skill.

Abigail Jones, School of Biological Sciences, Georgia Institute of Technology

Abigail Jones completed her BS in Biology from the Georgia Institute of Technology. Her MS in Clinical Mental Health Counseling is from Mercer University. She works in California as a Clinical Mental Health Counselor, APC. 

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Published

2025-05-08

How to Cite

Spencer, C., Angra, A., Dósa, K., & Jones, A. (2025). Undergraduate Learning Gains and Learning Efficiency in a Focused Open Education Resource. The International Review of Research in Open and Distributed Learning, 26(2), 184–204. https://doi.org/10.19173/irrodl.v26i2.8117

Issue

Vol. 26 No. 2 (2025)

Section

Research Articles

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