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Use of open educational resources in higher education
British Journal of Educational Technology
... The authority should give learning resources for those who wish to intervene in online teaching-learning (Garrison et al., 2001). Adams et al. (2013) discovered in another study that an online class will be effective if it is user friendly and well-designed. Nguyen (2015) also agreed that if the online class is designed properly, it will be effective. ...
... During the COVID-19 pandemic, the scale items for measuring the efficacy level of online education in higher studies were adopted. Sharma andRani (2014), Yacoba et al. (2012), Breslow et al. (2013), Roach and Lemasters (2006), Wains and Mahmood (2008), Bignoux and Sund (2008), Garrison et al. (2001), Adams et al. (2013), Arbaugh (2000), Hay et al. (2004), Margaryan et al. (2015), Wolters et al. (2005) and Hartman et al. (2000). Table 1 displays the latent constructs and their observed variables. ...
... which contradicted the findings of Swan et al. (2000), who found that the positive and significant association between intention to learning and online education. The learning style was the least critical and negligible drivers (β = 0.071), contradicting the results of Adams et al. (2013), and Nguyen (2015), who found that learning style had a major impact on online education in higher studies. ...
... The authority should give learning resources for those who wish to intervene in online teaching-learning (Garrison et al., 2001). Adams et al. (2013) discovered in another study that an online class will be effective if it is user friendly and well-designed. Nguyen (2015) also agreed that if the online class is designed properly, it will be effective. ...
... During the COVID-19 pandemic, the scale items for measuring the efficacy level of online education in higher studies were adopted. Sharma andRani (2014), Yacoba et al. (2012), Breslow et al. (2013), Roach and Lemasters (2006), Wains and Mahmood (2008), Bignoux and Sund (2008), Garrison et al. (2001), Adams et al. (2013), Arbaugh (2000), Hay et al. (2004), Margaryan et al. (2015), Wolters et al. (2005) and Hartman et al. (2000). Table 1 displays the latent constructs and their observed variables. ...
... which contradicted the findings of Swan et al. (2000), who found that the positive and significant association between intention to learning and online education. The learning style was the least critical and negligible drivers (β = 0.071), contradicting the results of Adams et al. (2013), and Nguyen (2015), who found that learning style had a major impact on online education in higher studies. ...
... The roots of OER run deep: learning objects in the 1980s (Wiley, 2008), reusable learning objects or RLOs in the early 1990s (Friesen, 2004), standards for exchanging learning content within higher education in the late 1990s (Wikipedia, IMS Global), the launch of Open Courseware (OCW) by MIT in 2001, and the subsequent expansion of open courseware initiatives (Open Education Consortium, n.d.). In 2002 the term Open Educational Resources (OER) was coined (Adams, et al., 2013) with the original ambition of legitimising the process of sharing educational resources by and among academic staff and institutions. Creative Commons licenses (first established in 2001) are the primary vehicle by which creators of OER openly license their work, although resources also may be released in the public domain (http://wiki.creativecommons.org). ...
In the age of ‘networked individualism’ (Castells, 2004; Rainie & Wellman, 2012) students enter higher education as networked individuals with extant and diverse informal learning practices, networks and identities. While higher education institutions typically focus on Virtual Learning Environments (VLEs) as the primary online hubs for students, students themselves use a wide range of online tools and resources for communicating, coordinating, collaborating and learning, i.e. building their own Personal Learning Environments (PLEs). While institutions and academic staff tend to see institutional VLEs and learner-chosen PLEs as separate entities, learners do not (Reed, 2013). Students often find that their informal learning practices sit uneasily within the formal education environments within which they study. Open education, particularly open educational practices (OEP), is one way that the formal/informal learning divide in higher education may be bridged. Advocates of open education highlight its potential to make education more inclusive and equitable. However, some critiques of open education view such claims as utopian, ignoring the workings of systemic power and privilege. This paper explores the formal/informal learning divide in higher education, the complexities and different interpretations of open education, and potential benefits for students and educators in bridging the formal/informal learning divide, i.e. working together within higher education learning communities but also as nodes in “broad networks of distributed creativity” (J. Ito, 2011).
... Unfortunately, lack of translational language support, language barriers of the participants, and limited access to the internet in some regions may hinder access to MOOCs (Gulatee & Nilsook, 2016). Ultimately, these barriers could lead to high attrition, with evidence suggesting less than 10% completion of the majority of MOOC (Adams et al., 2013;Koutropoulos et al., 2012;Lim et al., 2017;Reich & Ruipérez-Valiente, 2019). Nonetheless, an experienced instructor has the possibility of providing high quality learning experience for learners, especially for those who are highly motivated (Gulatee & Nilsook, 2016). ...
Background: Most individuals with physical disabilities do not meet physical activity recommendations, which may negatively impact quality of life. Physical literacy is a concept that considers the key elements necessary to support lifelong physical activity. Limited attention has been directed towards physical literacy for individuals with physical disabilities.
... Unfortunately, lack of translational language support, language barriers of the participants, and limited access to the internet in some regions may hinder access to MOOCs (Gulatee & Nilsook, 2016). Ultimately, these barriers could lead to high attrition, with evidence suggesting less than 10% completion of the majority of MOOC (Adams et al., 2013;Koutropoulos et al., 2012;Lim et al., 2017;Reich & Ruipérez-Valiente, 2019). Nonetheless, an experienced instructor has the possibility of providing high quality learning experience for learners, especially for those who are highly motivated (Gulatee & Nilsook, 2016). ...
Background: Most individuals with physical disabilities do not meet physical activity recommendations, which may negatively impact quality of life. Physical literacy is a concept that considers the key elements necessary to support lifelong physical activity. Limited attention has been directed towards physical literacy for individuals with physical disabilities. Objectives: To obtain expert consensus on strategic priorities to delineate the next steps on physical literacy for individuals with physical disabilities. Methods: The Collaborative Prioritized Planning Process was followed during a two-day online consensus meeting with experts in disability and physical activity. This systematic four-step process involved: 1) knowledge synthesis before the meeting, 2) challenge identification and prioritization, 3) solution identification, consolidation and prioritization, and 4) action planning. Results: Thirty-one experts participated in the meeting. Five challenges related to physical literacy for individuals with physical disabilities were prioritized. The following solutions were suggested: developing a massive online open course, creating a physical literacy measurement toolkit, developing a physical literacy resource portal, creating a national database of physical literacy outcomes, and redefining an existing international consensus statement for physical literacy to be more inclusive. Conclusions: Collaborations between experts are needed to advance the research in physical literacy for people with disabilities through education and measurement.
... Open and online universities have a long track record of using digital technologies to teach and gain insights into learning trends. These universities have broadened the possibilities for many students who had difficulties attending a traditional university because of schedule, geographical location, and responsibility (like work, family, or both) [10,11]. ...
Over the past year, defined by the COVID-19 pandemic, we have witnessed a boom in applying key emerging technologies in education. In such challenging situations, technology and education expanded their work together to strengthen and interactively impact the learning process in the online higher education context. From a pedagogical perspective, extended reality (XR) and artificial intelligence (AI) were accessible toolboxes to amplify an active and learner-centered teaching method. Whether and how such activities will continue in a post-COVID-19 situation remains unclear. In this systematic literature review, we document the application of XR and AI in online higher education settings and build up an accurate depiction of their influence after the COVID-19 pandemic outbreak. A significant contribution of the thorough analysis conducted was the corroboration of the growing interest of these fast-emerging technologies and their impact on learner agency and outcomes, making online education more accessible, effective, engaging, collaborative, self-paced, and adapted to the diverse academic trajectories. The momentum brought about by the pandemic has served as an impulse for educators and universities to expand the use of these technologies progressively, meet new challenges, and shape the future of online higher education.
Since 2015, online food delivery has witnessed a 150% growth in the restaurant business as per a report by the Red Seer Consulting accounting for 30-35% of the total restaurant business in India. The restaurant business in Kharghar, Navi Mumbai has also joined this bandwagon of online food delivery by partnering with main players like Food panda, Zomato and Swiggy. Although online food-delivery platforms are expanding choice and convenience, allowing customers to order from a wide array of restaurants with a single tap of their mobile phone/tab, there is also a need to see how this has affected the restaurant owner/management. The purpose of this research is to study the benefits and challenges faced by the restaurant owners in Kharghar as a result of partnering with the food delivery platforms, namely, Foodpanda, Zomato, Swiggy, and a comparative study of these platforms. Our methodology is based on questionnaire based survey conducted on 50 restaurants in Kharghar node using the food delivery platforms mentioned above. The results showed that while there are many benefits for the restaurant owners like high volumes of orders and marketing of their restaurants to a wider market, etc., there are equal challenges like cut in to profits and high registration rates, commissions to keep up with the competitors, etc. These findings may help the new restaurant owners to decide what is in store for them as they partner with these online food delivery platforms. Introduction 70 percent of the global population is projected to own a smartphone by 2020-that's less than four years from now for those of you counting-there's a lot of pressure on industries to keep up with the demand for digitization. The hospitality industry is no exception. In order to stay competitive in the travel and hospitality marketplace today, customer service is the key. Achieving excellence in providing a superior experience is a game-changing differentiator for leading businesses. With the world going mobile, the best way to service customer needs is to connect with them directly on their smartphone-which they never leave home without. In fact, more than 85 percent of people carry their smartphone with them when they travel. Additionally, 77 percent of the millennial generation reacts more positively to businesses that offer texting communication options. The Food and Restaurant industry is seeing significant digital transformation-Digital menus, kiosks, tablets on tables, digital tabletops and digital kitchens. Crucial success has been achieved in customization, food delivery, and payment options. Today, in India, Zomato, Swiggy, and FoodPanda are a few names that have made services like online table reservations, social media reviews, and mobile payment options. Indeed, every business owner in the restaurant sector strives to have a highly organized mobile application and impressive online presence so that they attract large numbers of people in a short time span.
Open educational resources (OERs) in language learning have recently captured the interests of language educators, curriculum developers, and researchers as these open-source materials serve as an alternative to traditional textbooks and costly web-based learning resources. OERs offer several benefits for language learners, including access to controlled language practice, self-study, engagement, and learning satisfaction. These resources can also promote innovative instructional practices that respond to constructivist and interactionist perspectives of second language acquisition. However, widespread use of open resources remains low among language teachers for several reasons, including a lack of awareness of how to develop and use them, overreliance on commercially produced textbooks, scarcity of resources, and guidelines for developing original open resources. In this chapter, the authors explore how to best approach the process of creating and using open resources in order to develop and promote OERs among language educators.
This special issue of the Journal of Interactive Media in Education (JIME) builds from selected papers from the OpenLearn2007 conference [1] where researchers were invited to report on their research across themes of software and tools, user experience, sustainability and the research agenda in open content in education. The papers published in this issue cover each of these themes.
This collection of papers shows just some of the diversity of work in OER community and shows the value of reflecting and reporting the research activity alongside the development of practical and useful ways to share educational resources.Interactive elements: Abstracts and recordings from the OpenLearn conference can be found via http://www.open.ac.uk/openlearn/openlearn2007/
This report takes the experience of OpenLearn over its two-years of operation to reflect on what it means to offer free resources and the issues that we have been able to explore and learn from. The structure of the document is: (1) The OpenLearn initiative - an overview (2) OpenLearn research methods (3) Designing for Open Content (4) Types of user of OpenLearn (5) OpenLearn modes of use
While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.
Attitudes are changing in education globally to promote the open sharing of educational courses and resources. The aim of this study was to explore staff awareness and attitudes towards "open educational resources" (OER) as a benchmark for monitoring future progress. Faculty staff (n=6) were invited to participate in semi-structured interviews that facilitated the development of a questionnaire. Staff respondents (n=50) were not familiar with the term OER but had a clear notion of what it meant. They were familiar with open content repositories within the university but not externally. A culture of borrowing and sharing of resources exists between close colleagues, but not further a field, and whilst staff would obtain resources from the Internet, they were reticent to place materials there. Drivers for mobilising resources included a strong belief in open education, the ability of OER to enhance individual and institutional reputations and economic factors. Barriers to OER included confusion over copyright and lack of IT support. To conclude, there is a positive collegiate culture within the faculty, and overcoming the lack of awareness and dismantling the barriers to sharing will help advance the open educational practices, benefitting both faculty staff and the global community.
This chapter provides an introduction to and rationale for the book. It begins by arguing that in today’s technologically rich context, where content and services are increasingly free, we need to rethink approaches to the design of learning activities and content. This chapter begins with an overview of the context of modern education, before looking at the characteristics of today’s learners and how they are using technologies. The concept of ‘learning design’ is introduced and, in particular, the notion that making design processes more explicit and shareable will enable teachers to develop more effective learning environments and interventions for learners. It will help learners to make more sense of their educational provision and associated learning pathways.
Internet usage logs captured during self-directed learning sessions were used to determine how undergraduate medical students used five popular sites to locate and access biomedical resources. Students' perceptions of each site's usefulness and reliability were determined through a survey. Google and Wikipedia were the most frequently used sites despite students rating them as the least reliable of the five sites investigated. The library—the students' primary point of access to online journals—was the least used site, and when using Google less than 40% of pages or resources located by students were from ‘high’ quality sources. Students' use of all sites' search tools was unsophisticated. Despite being avid users of online information and search tools, the students targeted in this study appeared to lack the requisite information-seeking skills to make the most of online resources. Although there is evidence that these skills improved over time, a greater emphasis on information literacy skills training may be required to ensure that graduates are able to locate the best available evidence to support their professional practice.
Since the inception of the Internet in South Korea, the Internet has become an important medium for information and communication
among collegians due to its complete integration into everyday school lives. This study examines the scholarly use and role
of advanced computer and communications technologies in general and the Internet in particular via an open-ended, qualitative
survey among Korean university students. Through word frequency analysis and semantic mapping, this paper identifies the key
issues in academic Internet use. In addition to information science methods, content analysis is used to investigate the attitudinal
and behavior dimensions in scholarly Internet use. The results are expected to enable professors and policymakers to target
populations who underutilize the educational potential of Internet technologies and to design e-learning programs for such
students.
KeywordsAcademic Internet use–Qualitative survey–Word frequency analysis–Semantic network analysis–Semantic mapping–Content analysis–University students–e-Learning–e-Research–e-Science–Korea
Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice. While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER.