The main objective of this study is to estimate the effectiveness of the use of Open Educational Resources (OER) in enhancing the logical-mathematical skills of Chilean first year higher education students. The main hypothesis is that those students whose teachers teach them mathematics-related courses with the help of OER are able to develop better and more logical-mathematical skills than those students whose teachers do not use these types of resources. This is because by using these resources students access to endless possibilities of construction and reconstruction of knowledge as, depending on the license selected by the creator, they could be copied, reused, revised, remixed, and redistributed, which generates abundant learning materials and experiences that can help students to develop certain skills in a much more fruitful way.
The study will compare standardized tests results of two groups of students: one group that is going to be taught with the help of OER and one group that will not use these types of resources in their learning process. In this sense, the collected data will allow us to determine if those students that use OER obtain better results than those students that don’t use them. Moreover, this study will also use qualitative methods to understand the learning process of those students who used OER and also to reveal how teachers felt about planning and using these resources. The research has a mixed methods design that first uses quantitative methods to estimate the effectiveness of OER and then later applies qualitative methods to better understand the quantitative results.
Discussion will focus on research instruments, methodologies, data analysis and findings to date.