Through the growing trend of MOOCs, Open Education Resources have developed into various forms and attract more global users. While college MOOCs and MOOCs for working professionals have taken the focus in recent days, high schools should be overlooked as the learners in high schools, especially in senior high, can connect with the college level OER the best.
How can educators best help high school students in utilizing OERs? In the research, a Structural Equation Model is proposed to explore the motivational facets of how senior high school students use OERs and what might influence them to finish the course instead of giving up. Results indicate that: a. Course Value and Self Efficacy are the most important factors. Teachers need to make students believe that they can finish the course to begin the course. b. Teachers’ support, either online or offline, can greatly enhance the course learning results. With teachers’ support, the completion rate can go as high as 55%. C. Certificate Provision, Connections with Future College Majors, and Language Ability Improvement all possess similar power and should be taken into consideration when designing or selecting future OERs for high school students.
The research can help college reshape their current OERs to best fit high school needs, and also provide viable solutions for high school educators to introduce OERs to high school curriculum.
