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The connection between course materials and teaching approaches.

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Title: The connection between course materials and teaching approaches.
Authors: Lazzara, Julie1 (AUTHOR) Julie.Lazzara@cgc.edu
Source: Open Learning. Jul2026, Vol. 41 Issue 3, p272-287. 16p.
Subject Terms: *Open educational resources, *Student-centered learning, *Postsecondary education, *Teaching aids, *Teaching methods, Constructivism (Philosophy)
Abstract: This study investigated whether there was a connection between postsecondary instructors' course material use and their teaching approach. The research was gathered through an online survey. The study focused on two approaches to teaching, teacher-focused and student-focused, with the Approaches to Teaching Inventory-Revised (ATI-R), and examined the use of open educational resources (OER) versus commercial materials. The theoretical framework that guided the study was constructivism, and the Relational 3P conceptual framework was applied to analyse the process stage of teaching. The results of the one-way MANOVA (n = 337) revealed that the effect of course material type on instructional approaches was statistically significant (F(2, 334) = 3.40, p =.034, η2p =.02). Specifically, a statistically significant difference was found for conceptual change/ student-focused (CCSF) instructional approach (F(1, 335) = 5.72, p =.017, η2p =.02), but not for the information transmission/teacher-focused instructional approach (ITTF) (F(1, 335) = 1.17, p =.281, η2p =.003). These findings have important implications for understanding the impact of course materials on teaching approaches and student learning outcomes in postsecondary education. Instructors who reported using OER scored higher on the more robust CCSF instructional approach than those who used commercial materials. [ABSTRACT FROM AUTHOR]
Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The connection between course materials and teaching approaches.
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  Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Jul2026, Vol. 41 Issue 3, p272-287. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Open+educational+resources%22">Open educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Philosophy%29%22">Constructivism (Philosophy)</searchLink>
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  Data: This study investigated whether there was a connection between postsecondary instructors' course material use and their teaching approach. The research was gathered through an online survey. The study focused on two approaches to teaching, teacher-focused and student-focused, with the Approaches to Teaching Inventory-Revised (ATI-R), and examined the use of open educational resources (OER) versus commercial materials. The theoretical framework that guided the study was constructivism, and the Relational 3P conceptual framework was applied to analyse the process stage of teaching. The results of the one-way MANOVA (n = 337) revealed that the effect of course material type on instructional approaches was statistically significant (F(2, 334) = 3.40, p =.034, η2p =.02). Specifically, a statistically significant difference was found for conceptual change/ student-focused (CCSF) instructional approach (F(1, 335) = 5.72, p =.017, η2p =.02), but not for the information transmission/teacher-focused instructional approach (ITTF) (F(1, 335) = 1.17, p =.281, η2p =.003). These findings have important implications for understanding the impact of course materials on teaching approaches and student learning outcomes in postsecondary education. Instructors who reported using OER scored higher on the more robust CCSF instructional approach than those who used commercial materials. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02680513.2024.2415323
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        Text: English
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      – SubjectFull: Teaching aids
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              Text: Jul2026
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