Group, Open Education

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University of Central Florida (UCF): STARS (Showcase of Text, Archives, Research & Scholarship)

University of Central Florida STARS Libraries' Documents 2023 Cost, Outcomes, Usage, and Perceptions (COUP) Framework Open Education Group Find similar works at: https://stars.library.ucf.edu/lib-docs University of Central Florida Libraries http://library.ucf.edu This Documentation is brought to you for free and open access by STARS. It has been accepted for inclusion in Libraries' Documents by an authorized administrator of STARS. For more information, please contact STARS@ucf.edu. Recommended Citation Group, Open Education, "Cost, Outcomes, Usage, and Perceptions (COUP) Framework" (2023). Libraries' Documents. 387. https://stars.library.ucf.edu/lib-docs/387 Preface Content for this document is copied from the Open Education Group website at https://openedgroup.org/coup (CC-BY) which may have intermittent access or have been fully shut down. The site may also be reached through the Wayback Machine at https://web.archive.org/web/20230601084102/http://openedgroup.org/coup.  This document is uploaded to the University of Central Florida’s Showcase of Text, Archives, Research & Scholarship (STARS) as a reference for UCF Libraries scholarship related to open educational resources (OER) or textbook affordability. For example, see works published by librarians Penny Beile, Lily Dubach, Sara Duff, or Rich Gause. This document may serve as a reference broadly for other researchers seeking to cite the COUP Framework. The COUP Framework The COUP Framework is the Open Education Group’s approach to studying the impact of open educational resources (like open textbooks) and open pedagogy in secondary and post-secondary education. COUP stands for:  Cost  Outcomes  Usage  Perceptions  Cost The adoption of Open Educational Resources can impact a range of financial and cost metrics for students and institutions. Proponents of OER frequently claim that using these resources instead of traditional publisher textbooks or digital materials will save students money in the post-secondary context and will save organizations money in the K-12 context. There may also be other financial impacts, like changes in bookstore revenues and tuition revenues. The Cost strand of our work provides empirical evidence about the magnitude and direction of the financial impacts of OER adoption:   Costs of textbooks previous assigned  OER support fee models  Changes in campus bookstore revenue  Changes in tuition revenue due to changes in drop rates  Changes in tuition revenue due to changes in enrollment intensity  Changes in tuition revenue due to changes in persistence  Changes in access to performance-based funding due to changes in drop, enrollment intensity, and persistence  Outcomes  Given the folk wisdom that “you get what you pay for,” some individuals and organizations worry that student learning will necessarily suffer when students use freely available, openly licensed resources instead of $200 textbooks. OER proponents claim that using these resources instead of traditional publisher textbooks or digital materials increases student access to critical learning materials and expands faculty’s academic freedom, consequently improving student learning outcomes. The Outcomes strand of our work provides empirical evidence about the magnitude and direction of the learning impacts of OER adoption:   Changes in the percentage of students receiving a C or better  Changes in rates of completion  Changes in drop rates  Changes in enrollment intensity  Changes in persistence  Changes in attainment of progress milestones (e.g., first 15 credits)  Changes in graduation rates  Usage The permissions provided by open licenses allow students to use OER in a range of novel ways – for example, updating a history textbook based on recent events. Likewise, the permissions provided by open licenses allow teachers to engage in new pedagogical practices. Proponents of OER frequently claim that improvements in student learning outcomes will be highly correlated with the degree to which students and faculty exercise the permissions offered by OER. The Usage strand of our work provides empirical evidence about the ways faculty and students use OER and the the degree to which impacts on learning outcomes covary with these uses. We operationalize the idea of ‘exercising the permissions granted by open licenses’ by determining the degree to which students and faculty engage in activities described in the DIME model of OER adaptation:   Deleting material from the OER  Inserting other open material inside the OER  Moving material around within the OER  Editing material in the OER  Perceptions What do faculty and students think about, and feel toward, Open Educational Resources? How do they judge their effectiveness relative to traditional textbooks? Their rigor and coverage? Do they find the formats, structures, and other design features easy to use? Frustrating? What about other stakeholders, like parents or policy makers – what are their thoughts and feelings toward OER? The Perceptions strand of our work provides empirical answers to these questions.   License This content is licensed under the Creative Commons Attribution License version 4.    

Cost, Outcomes, Usage, and Perceptions (COUP) Framework

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Cost, Outcomes, Usage, and Perceptions (COUP) Framework

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University of Central Florida (UCF): STARS (Showcase of Text, Archives, Research & Scholarship)