UNC System Math Pathways’ Digital Course Enhancement Collaboration to Improve Equity, Instruction, and Access During the COVID-19 Pandemic

• Published in: Journal of higher education theory and practice Vol. 22; no. 9; pp. 83 - 94
• Main Authors: Redd, Thomas C, Avineri, Tamar A, Bumgardner, Elizabeth F, Howell, Tracey H, Singer-Freeman, Karen E, Solér, Michelle L
• Format: Journal Article
• Language: English
• Published: West Palm Beach North American Business Press 21.08.2022
• Subjects: Access to education; At risk students; Behavioral Objectives; Collaboration; Course Content; COVID-19; Distance learning; Educational Resources; Higher education; Online instruction; Open educational resources; Textbooks
• ISSN: 2158-3595; 2158-3595
• DOI: 10.33423/jhetp.v22i9.5364

This study examines how faculty members and students evaluated, perceived, and used a digital course content collection developed to support high quality remote instruction during the Covid-19 pandemic. The collections were the result of a multi-institutional, collaborative effort within the University of North Carolina System to support its students and faculty. Using surveys from faculty and demographically identified students enrolled in their classes, the authors evaluate the perceived utility and impact of the open educational resource collections. Faculty members rated the collections highly and typically found utility in at least some of the components of the collections. They found activities, videos and assessments to be the most useful tools. Students generally responded positively to the classes using the collections. While students who identified as minority found the materials useful or beneficial, they did not do so in proportional numbers to non-minority students.