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Digital open educational resources: teachers’ perceptions of the pedagogical implications
Previous research has identified various challenges in the implementation of the Platform Merdeka Mengajar (PMM) among teachers, including limited internet access and technological devices, teachers' proficiency in using technology, limited understanding of PMM, and an increased digital workload that occupies teachers' time. This article aims to: (1) analyze the increase in teachers' digital workload due to extensive digitalization through PMM; (2) identify communication and instructional patterns in PMM implementation; and (3) examine how teachers utilize PMM to provide more effective and humane recommendations for improvement. A survey was conducted using a questionnaire distributed via Google Forms to 211 teachers across 27 provinces in Indonesia. The article highlights three key findings: First, digitalization through the Platform Merdeka Mengajar (PMM) significantly increases teachers' workload. A total of 55.9% of teachers reported teaching 24–30 hours per week, 19% taught 30–40 hours, and 4.3% taught 40–50 hours. Additionally, 79.1% of respondents indicated that PMM increased their administrative burden. Second, communication and instructions related to PMM were found to be hierarchical and lacked dialogue, with 70.1% of teachers using PMM due to direct instructions from the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) or school management. Third, the digital workload forced 51% of teachers to complete PMM tasks outside of school hours, including 22.3% working at home and 14.7% working late at night. Moreover, a significant portion of teachers relied on personal resources, with 71.1% using their own internet and 67.3% covering electricity costs to fulfill PMM requirements. This article recommends that the government consider teachers' rights and working hours when implementing PMM.AbstrakRiset terdahulu memaparkan berbagai tantangan dalam operasionalisasi Platform Merdeka Mengajar (PMM) di kalangan guru: keterbatasan akses internet dan perangkat teknologi, kapabilitas guru dalam penguasaan teknologi, pemahaman terbatas mengenai PMM, serta meningkatnya beban digital yang menyita waktu guru. Artikel ini bertujuan untuk: pertama, menganalisis peningkatan beban digital guru akibat masifnya digitalisasi melalui PMM; kedua, mengidentifikasi pola komunikasi dan instruksi dalam pengerjaan PMM; serta ketiga, meninjau ulang mekanisme pemanfaatan PMM oleh guru untuk memberikan rekomendasi perbaikan yang lebih efektif dan manusiawi. Survei dilakukan dengan menggunakan kuesioner yang disebarkan melalui Google Form kepada 211 guru di 27 provinsi di Indonesia. Tiga temuan utama artikel ini adalah: pertama, digitalisasi melalui PMM secara signifikan meningkatkan beban kerja guru. Sebanyak 55,9% guru mengajar 24-30 jam per minggu, 19% mengajar 30-40 jam, dan 4,3% mengajar 40–50 jam. Sebagian besar responden (79,1%) melaporkan bahwa PMM menambah beban administrasi mereka. Kedua, pola komunikasi dan instruksi terkait PMM bersifat hierarkis dan kurang dialogis, dengan 70,1% guru menggunakan PMM karena tekanan instruksi langsung dari Kemendikbudristek atau pihak sekolah. Ketiga, beban kerja digital memaksa 51% guru mengerjakan tugas PMM di luar jam sekolah dan mengerjakan di rumah (22,3%), sering hingga larut malam (14,7%), dan sebagian besar menggunakan biaya pribadi untuk internet (71,1%) dan listrik (67,3%). Artikel ini menyarankan DPR RI mendorong pemerintah untuk mempertimbangkan hak dan jam kerja guru dalam implementasi PMM.
The report analyses survey data on the take-up of digitally enhanced learning and teaching, based on responses from 368 higher education institutions accross 48 European countries. It allows for some longitudinal comparision, due to a similar survey published in 2014 - E-Learning in European Higher Education Institutions. https://eua.eu/component/attachments/attachments.html?id=414
As the survey conducted in early 2020, it also includes first institutional reactions to the Covid 19 crisis
This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.
During the pandemic, educational technologies have become an essential tool to provide education at a distance. The paper outlines basic assumptions of research on the effects of the pandemic on education and points out methodological flaws when these effects are directly related to the pandemic or to effects of educational technology on learning. Studies cannot be easily aggregated and must consider the institutional, national and cultural conditions of how the educational system reacted to the pandemic. The article discusses how the experiences during the pandemic will shape the future discussion of education after the pandemic. With regard to the use of digital technology, the future seems widely open and will largely depend on the interpretation and re-construction of these experiences during the pandemic by the actors in the field. Two contradictory visions for the role of educational technology in education after the pandemic seem possible: a pre- vs. post-digital view that imply fundamentally different perspectives for the future of education. A pre-digital re-construction implies a return “back to normal”, whereas a post-digital view tries to utilize the experiences of the pandemic for a consequential reform of education.
Educational research has increasingly drawn attention to teachers’ professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers’ competences in relation to technology-based teaching. The concept of teachers’ professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers’ professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers’ professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers’ professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner’s ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems.
This paper explores the development of educational technology research over the last 50 years. This is done by considering what has influenced this development and what are current trends. The issue is further explored by considering what influence these trends have had on the development of distance learning pedagogy, especially for the education of adults. Technology Enhanced Learning or educational technology research (TEL) is a relatively young area of research. The work of educational technologists and others involved in education research has indeed been interdisciplinary. So, part of the exploration of trends in this paper has been directed towards understanding the impact of other areas of research on progress in educational technology research. A central focus of the paper is the understanding of how the “TEL Complex” (Scanlon et al. 2013) encapsulates some of these influences both from interdisciplinary perspectives and from an understanding of the complexity which has to be considered as part of the situatedness of the developments. The paper discusses some key contemporary trends in educational technology research. These are identified as personalisation, social learning, learning design, machine learning, and data driven improvement. These are worthy of exploration, in part, because each has a basis in early work in the field and therefore illustrate some continuing concerns. The paper concludes by acknowledging the broader influences on the development of educational technology and the complexity of the challenges facing the field and its practical applications.
Este reporte, recientemente publicado, analiza el impacto disruptivo en los sistemas de Educación de 190 países durante la pandemia de COVD-19. Más de 1600 millones de alumnos en el mundo están alcanzados el mismo, en particular el 99% de los alumnos de países con ingresos bajos/medios.
Both empirical studies and conceptual work suggest that technology-enhanced teaching has the potential to promote learners to actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new. Due to the national and international measures to prevent the spread of COVID-19 schools around the world radically changed to teaching and learning at a distance. What can we learn from 30 years of research on technology-enhanced technology? Are we exploring new practices of just consolidating our insights into teaching and learning? Based on the outcomes of a nation-wide study on technology-enhanced teaching in secondary schools in the Netherlands, ten claims about technology-enhanced teaching in secondary education are formulated, clustered into claims about teachers’ teaching, the school curriculum, teachers’ professional development, educational policy and educational research. Based on this large research project from pre-COVID-19 times, effective technology-enhanced learning requires a learner-centered attitude of the teacher with an emphasis on sharing control of learning activities with students and coaching students during their learning process to reach the optimal outcomes. But is this still the most effective approach in teaching at a distance without possibilities for face-to-face interactions between teacher and students and between students? These and other questions will be addressed in an interactive session at the Vietnam Education Symposium 2020.
Abstract The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.
This report presents a support framework for higher education institutions (HEIs) to open up education. This framework proposes a wide definition of the term ‘open education’, which accommodates different uses, in order to promote transparency and a holistic approach to practice. It goes beyond OER, MOOCs and open access to embrace 10 dimensions of open education. The framework can be used as a tool by HEI staff to help them think through strategic decisions: pedagogical approaches, collaboration between individuals and institutions, recognition of non-formal learning and different ways of making content available. Contemporary open education is mostly enabled by ICTs and because of this, there is almost limitless potential for innovation and reach, which in turn contributes to the modernisation of higher education in Europe.
Accessible OER refers to resources which allow people with disability, or those who may have additional barriers to learning, to access content, regardless of their difficulty (Zhang, et al., 2020). When discussing accessible digital content, the International Organisation for Standardization (2008) states that ‘accessible’ in relation to an interactive system refers to “usability of a product, service, environment or facility by people with the widest range of capabilities” (p. 2). Some aspects of OER content may be inclusive of a wide variety of perspectives and cater for some people with disability, however, there are a number of areas which need to be addressed to ensure that all potential users have access to the OER.
In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015-2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.
Both teachers’ pedagogical and basic ICT competence beliefs are antecedents of ICT implementation in class. Research has developed instruments to assess teachers’ pedagogical ICT competence beliefs. However, there is a paucity of research on the assessment of teachers’ basic ICT competence beliefs. The purpose of this study was to develop and validate an instrument to assess teachers’ basic ICT competence beliefs. Our analyses based on a sample of 372 German teachers (51.2% women, age M = 44.48, SD = 10.77) who participated in an online survey. We used exploratory factor analyses to test the factorial structure and conducted confirmatory factor analyses to investigate the multidimensionality of the measure. Construct validity was analyzed using teachers’ attitudes toward ICT, ICT use, and socio-demographic variables as validation variables. Our analyses identified six dimensions of teachers’ basic ICT competence beliefs: information and data literacy, communication and collaboration, digital content creation, safety and security, problem solving, and analyzing and reflecting. Three of these dimensions had a second-order structure. The six dimensions are differently correlated with teachers’ attitudes towards ICT, private and professional use of ICT, student-centered ICT teaching practices, and teacher gender.
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