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 : Sydney Thompson, Lillian S. Rigling, Will Cross, John Vickery
The North Carolina State University Libraries has long recognized the financial burden textbook costs place on students.
By crosswalking information on use of our textbook collection with textbook cost and course enrollment data, we have begun to map the environment for textbook use at the university and identified opportunities for faculty outreach in promoting alternatives to traditional textbooks, including our Alt-Textbook program.
This article describes our programs, our investigation of textbook use patterns, and how we are using these data to inform our practice.
URL : http://ir.lib.uwo.ca/wlpub/62/
OERs in Context – Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius :
“Over the recent years, there has been a growing interest in Open Educational Resources (OER). A similar trend was observed about a decade ago in the concept of Learning Objects, which inevitably faded without really making an impact in real-world educational contexts. A number of repositories were created that contain thousands of learning objects. However, on the consumption side, very little is known in terms of their implementations and impacts on teaching and learning. The same phenomenon is observed with Open Education Educational resources which are by definition learning objects but they are freely available resources available for educators and practitioners to use, reuse, remix and re-contextualise in local contexts. While the use of OER is widespread among educators (similarly to learning objects), however they often happen in discretion, isolation and not really in well-established frameworks (pedagogical, economical and institutional). This paper presents a case study of how OERs have been included in a sustainable and innovative teaching and learning model in three online courses at Diploma, Bachelor and Masters Level. It shows how the inclusion of OERs helped maintain a good quality level, sustain a viable economic model with reduction of tuition fees for learners, increase access and achieve the intended learning outcomes without any negative impact on the learners’ experience.”
URL : http://www.eurodl.org/?p=current&article=419