Author : Bernard Nkuyubwatsi
Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions.
Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence.
Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit.
National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions.
This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.
URL : Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
Alternative location : http://www.jl4d.org/index.php/ejl4d/article/view/223
Authors : Ozgur Ozdemir, Curtis Bonk
The purpose of this study is to explore K-12 teachers’ awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices.
Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain degree; however, a misunderstanding exists between digital educational content on the Internet and openly licensed content compatible with the OER definition.
Lack of knowledge regarding licensing mechanisms of OER is a major issue among teachers. Whereas, teacher perceptions that the use of OER leads to the improvement in student performance is highly beneficial, the time required to search, select, edit, and apply OER was discovered as the greatest challenge to OER utilization.
Results of this study can inform potential OER movement contributors, such as teacher professional development specialists, developers of OER repositories, and academics interested in OER.
URL : Turkish Teachers’ Awareness and Perceptions of Open Educational Resources
Alternative location : http://www.jl4d.org/index.php/ejl4d/article/view/224
Authors : Rufai Danmusa Gambo, Sani Masanawa Aliyu
This research work investigates the usage of Open Educational Resources (OER) and Print Educational Materials by the students of Federal College of Education Katsina, Nigeria. Using descriptive survey, 358 students were sampled as respondents.
The research find out that while print section still remain relevant, an alarming negative attitudes by the students toward print educational materials have been found. Factors including students’ learning needs and interest, infrastructural decay, outdated books stocks, under equipped nature of the print sections and the unfriendly attitudes of the librarians toward clients are responsible this attitudes. However,
OER enjoy an overwhelming patronage of students. The unrestricted nature of open educational resources coupled with its ease of access, freeness, proximity, relevance and IT infrastructural advancements are what make it an educational hotcake of the time.
Better funding of education, inculcation of reading culture in younger generation, massive development of print materials into open educational resources and in-service training of library staff has been recommended.
URL : Use of Open Educational Resources and Print Educational Materials by Federal College of Education Katsina, Nigeria: A Study
Alternative location : http://publications.drdo.gov.in/ojs/index.php/djlit/article/view/10628
Author : SuBeom Kwak
Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education.
In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama’s comments about South Korean education might also be caused by South Korean students’ academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA).
This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12th grade (the final year of secondary school) Korean language arts classes.
Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER.
We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.
URL : How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
Alternative location : http://www.irrodl.org/index.php/irrodl/article/view/2977
Authors : Gema Santos-Hermosa, Núria Ferran-Ferrer, Ernest Abadal
This article provides an overview of the current state of repositories of open educational resources (ROER) in higher education at international level. It analyses a series of educational indicators to determine whether ROER can meet the specific needs of the education context, and to clarify understanding of the reuse of open educational resources (OER) provided by ROER.
The aim of the study is to assess ROER by combining these two perspectives, and to form a basis for discussion among the universities that are responsible for these repositories.
The method was based on content analysis and consisted of two phases: an exploration of international sources, and an analysis of 110 ROER using the proposed set of indicators. The results focus on data from the analysis of ROER websites and some models of good practices.
They are presented according to three core dimensions for evaluating ROER: general factors to establish types of ROER, a focus on drivers for OER reuse, and a focus on educational aspects.
It was found that most of the ROER that included one or more of the proposed reuse indicators were created exclusively for educational resources. Educational aspects are not yet firmly embedded into ROER.
The few repositories that seem to have successfully included them are those that provide other educational metadata and use educational standards.
URL : http://www.irrodl.org/index.php/irrodl/article/view/3063/4300
Author : Catherine Cronin
Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices.
As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching.
The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept « Using OEP for teaching » was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations.
The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.
URL : http://www.irrodl.org/index.php/irrodl/article/view/3096/4301
Author : Amalia Toledo
This chapter presents an overview of the mechanisms (funding, policy, legislative and procedural) adopted by Latin American governments with respect to Open Access and Open Educational Resources (OER) initiatives in the higher education sector.
It addresses three questions: How do the higher education systems of Chile, Colombia and Uruguay operate and fund their activities in general? How do existing policies and processes incorporating Open Access and/or OER influence student access to learning and research materials in these countries? What policy, advocacy and community-building interventions might be useful for promoting Open Education activities in these contexts?
This study employed a descriptive, case study approach to examine whether and how Open Access and OER policies have been applied at national and institutional levels. It first engaged in an Open Education policy country-mapping exercise, then conducted a comparative analysis, and concluded the research process with a workshop conducted with 10 regional education experts and activists to validate findings.
Findings indicate that while each country has its own approach to funding higher education, there are few or no specific national and/or institutional policies aimed at promoting Open Education in the higher education sectors.
Low OER awareness and a commercialised model of higher education appear to account for the lack of any OER policies in Chile, while in Colombia various national and institutional strategies reveal a country at a nascent stage of Open Education policy development.
By contrast, the nature of OER management and extent of policy implementation in Uruguay suggests that it is an enabling environment for current and future open policy development.
URL : Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay
DOI : https://doi.org/10.5281/zenodo.602781