Asee peer logo

Analysis and Assessment of Graduate Students' Perception and Academic Performance Using Open Educational Resource (OER) Course Materials

Download Paper |


2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Construction Division Technical Session 1: Assessments

Tagged Division

Construction Engineering

Page Count




Permanent URL

Download Count


Request a correction

Paper Authors

author page

Thahomina Jahan Nipa


Sharareh Kermanshachi University of Texas at Arlington Orcid 16x16

visit author page

Dr. Sharareh (Sherri) Kermanshachi is an Assistant Professor in the Department of Civil Engineering at the University of Texas at Arlington. Dr. Kermanshachi has received her Ph.D. degree in Civil Engineering from Texas A&M University. She also holds a Master’s degree in Civil Engineering from Mississippi State University and an MBA from Eastern Mediterranean University in Famagusta, Cyprus. Her areas of expertise are performance-based modeling, project delivery methods, communication networks, and uncertainty and risk analysis in design and construction of transportation projects. She also has industrial experience as a project manager in multiple building construction projects. Dr. Kermanshachi has conducted several research projects which were awarded by Texas Department of Transportation (TxDOT), National Cooperative Highway Research Program (NCHRP) and Construction Industry Institute (CII). Dr. Kermanshachi has received several prestigious national and regional awards, including the American Society of Civil Engineers (ASCE) Professional Service Award, ASCE Excellence in Education (ExCEEd) Fellowship, Aggies Commit to Professional Student Educational Experiences, Graduate Teaching Lecturer Fellowship, and Climate Award. She was also the only academic recipient of the Texas and Louisiana Engineering News Record (ENR) Top Young Professional Award in 2017. Dr. Kermanshachi is currently directing a very vibrant construction engineering and education research group and advising several Ph.D. and Master’s students

visit author page

Download Paper |


When a professor instructs students to follow a hard book, many financially disadvantaged students are unable to do so. Moreover, in this era of digitalization, students are accustomed to carrying all of the information they need in electronic devices stowed in their pockets, making learning from a book less appealing. Eventually, some of the students either partially or fully sacrifice their educational goals, resulting in a seemingly systematic educational system becoming an ineffective one. Therefore, the aim of this paper is to analyze one of the solutions to this problem, which is the development of a web-based open educational resources (OER) course to replace the traditional textbook-based instructional approach. A graduate-level risk management course was selected as a pilot class for this approach. The web-based system was created and implemented through four sequential phases, with each phase containing several sub-phases/steps. The first step towards building this web-based course was to select the appropriate educational accessories. It was concluded that image and video types of OER would be most effective for this unique type of course. Hence, a risk management course database was created, using images and current case studies related to construction management risks. Using this database, the virtual system containing OER materials was created, and throughout the semester, the instructor and the graduate teaching assistant monitored students’ involvement in the new system. At the end of the semester, a survey was conducted to collect data regarding students’ perception of the developed materials and the effectiveness of the OER. The assignment, exam grades, and course project grades were also compared. The data collected from the survey and the numerical grades of the students were assessed both qualitatively and quantitatively. It was concluded that students majoring in engineering and students with loans had a more positive perception of the OER course materials. It was also observed that the students using OER materials received higher grades than the students from the previous semester who had the same instructor but utilized traditional textbook-based materials. The outcome of this study will help OER funding agencies effectively allocate their financial support among potential courses and assist instructors in appropriately designing their course materials based on the financial situation of their students.

Nipa, T. J., & Kermanshachi, S. (2018, June), Analysis and Assessment of Graduate Students' Perception and Academic Performance Using Open Educational Resource (OER) Course Materials Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29799

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015