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1.
ABSTRACT

Evidence exists that American institutions of higher education are well-entrenched in the consideration of mechanisms for supporting the implementation of Open Educational Resources (OER) and alternative textbooks. Literature reveals that developing and implementing OER is a significant undertaking in terms of time and human resources. This study deploys content analysis of a sample of United States regionally based higher education institutional websites to determine the current state of institutional support mechanisms to implementers just embarking on the OER journey. Findings reveal that institutions have made strides in the development of faculty mini-grants and stipends with guidelines, proposal checklists, and weighting mechanisms to inform decision making. However, due to widespread language across the stratified sample emphasising award pool and individual limits, it is clear that OER funding is still seeking wider support as a permanent funded resource. Sponsorship of institutional OER initiatives seems split between institutional library functions and teaching and learning centres. Other issues, such as ownership and licensing, are significantly underdeveloped in field implementation or fall in a large continuum of practices. Recommendations of shared responsibility and use of data driven initiatives are provided that may improve institutional support of faculty OER adoption, adaption and creation.  相似文献   

2.
Abstract

While there is growing recognition and acceptance of Open Educational Resources (OER) and Open Educational Practices (OEP) in teaching and learning, designing for their integration remains very challenging for educators. Adopting OER and OEP in their profession requires significant changes in practitioners’ pedagogical thinking and practices, which can be supported by the design of appropriate professional development experiences. At the Open University of Sri Lanka (OUSL), significant successes in addressing this challenge have been achieved with the design and development of a rigorous approach and a robust model to support adoption of OER and OEP by practitioners using Scenario-based Learning (SBL). In this paper we explore the efficacy of a scenario-based approach to learning in the integration of OER by practitioners, reflecting on how the SBL approach was tested and refined over three continuing professional development (CPD) interventions conducted at the OUSL over 2013–2017. Based on the findings, we discuss what design strategies of the three CPD interventions best supported the adoption of OER and OEP by practitioners, how effective have been the theoretical constructs and the strategies adopted in the design of CPD interventions, the impacts of the CPD interventions and implications of these experiences for the future.  相似文献   

3.
《Distance Education》2012,33(2):151-164
This article discusses the role of open and distance learning to widen participation and promote social inclusion within Australian higher education, as well as the benefits that open educational resources (OER) could bring to that context. It also explores some of the most relevant social inclusion policies and related initiatives developed in Australia over the past two decades and their implications for OER. The article then reports the findings of an environmental scan of the use of OER across the higher education sector in Australia as part of a centrally funded research project. The research identifies a number of misconceptions within the higher education community about the nature of OER and reveals the lack of awareness regarding the potential of OER to close the gap between formal and informal education in Australia. Despite the strong evidence of the educational possibilities of OER, they are yet to play a significant role in promoting social inclusion Down Under.  相似文献   

4.
The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web.  相似文献   

5.
Open educational resources (OER) can make educational resources widely available to all students and educators for free; however, OER are still untried in many academic programmes in higher education. This article reports a case of adoption of an open access textbook for an introductory information systems course and discusses the process and suggestions of adoption of an OER textbook based upon the authors’ own experience. The study indicates that the process of adoption of an open access textbook demands more intellectual work on the instructors’ side in comparison with the adoption of a new commercial textbook. The study suggests that discipline-based communities of practice (CoP) can ease the workload problem in the process of adopting OER textbooks. The findings are important in encouraging the OER community to shift from project-based OER textbook development to discipline-based CoP for effective OER textbook adoption.  相似文献   

6.
This paper will review existing literature on Open Educational Resources (OER). It is intended to examine and critique the theories which underpin the promotion of OER in higher education, not provide guidance on their implementation. (1) I will introduce the concepts of positive and negative liberty to suggest an under-theorisation of the term ‘open’. (2) OER literature will be shown to endorse a two-tiered system, in which the institution is both maintained and disaggregated. (3) I will highlight a diminishing of the role of pedagogy within the OER vision and the promotion of a learner-centred model for education. (4) This stance will be aligned with humanistic assumptions of unproblematic self-direction and autonomy. (5) I will discuss the extent to which the OER movement aligns itself with economically orientated models of the university. I offer these critiques as a framework for the OER movement to develop as a theoretically rigorous area of scholarship.  相似文献   

7.
ABSTRACT

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about ‘active learning’ in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept ‘active learning’ and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.  相似文献   

8.
ABSTRACT

The purpose of this study is to profile four university science instructors who utilized action research as a means of learning how to develop and integrate a novel curriculum innovation – engineering design – in their science courses. Data included curriculum maps, lesson plans, notes from group meetings, and instructor reflections. Data analysis included document review and content analysis. Findings from this study suggest that action research effectively enabled the instructors to 1) establish shared ownership of the project goal – to improve preservice teachers’ learning of science through engineering design; 2) continuously test, revise, and recalibrate their shared instructional products; and 3) leverage multiple sources of innovation. Knowledge generated and used by the instructors represented different kinds of knowledge and distributed expertise resulting in products that were more useful and of higher quality than products created by individuals working alone. Consequently, this resulted in increased use of the products and increased instructor commitment to improve them over time. By simultaneously engaging in research and consequently taking specific action to inform their practice, science instructors in this study successfully created shared instructional products that both guided and enhanced their classroom teaching.  相似文献   

9.
《Distance Education》2012,33(2):185-199
Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design.  相似文献   

10.
The economic proverb ‘There is no such thing such as a free lunch’ applies also to open educational resources (OER). In recent years, several authors have used revenue models and business models to analyse the different sources of possible funding for OER. In this article the business models of Osterwalder and Chesbrough are combined with research on the motives of the participants of OER to analyse possible funding models. If the motives of governments (knowledge economy), educational institutions (efficiency, marketing), individual producers (reputation, academic interests) and users (intermediary educational products, learning) are combined, it is shown that the only long-term sustainable independent business model is based on subsidies. However, this conclusion depends both on the definition of openness (in the sense of at no cost) and on motives. More research on both aspects could alter these conclusions.  相似文献   

11.

Open Educational Resources (OER) integrated online courses provide a rich and a flexible learning environment to acquire knowledge and skills among undergraduates. A significant issue with OER-integrated online courses is the poorly addressed instructional design features. Instructionally rich online courses will have a greater impact on both teaching and learning. This study is aimed at exploring different support systems in relation to the undergraduate learning process through the design of OER-integrated online courses. It explored design features under four main Instructional Design (ID) aspects, being: Information Design, Instruction Design, Interface Design and Interaction Design. The study adopted a Design-Based Research approach through analysis, design, development, implementation and evaluation of an intervention in multiple phases, using mixed methodologies. This resulted in a design framework with reusable design principles for OER-integrated online learning. The outcomes of this study will contribute to enhance OER-integrated course design and to develop undergraduate education.

  相似文献   

12.
Abstract

This is a systematic review conducted of primary research literature published between 2007 and 2018 on the deployment and effectiveness of data analytics in higher education to improve student outcomes. We took a methodological approach to searching databases; appraising and synthesising results against predefined criteria. We reviewed research on the effectiveness of three differentiated forms of data analytics: learning, academic and learner analytics. Student outcomes are defined as retention, academic performance and engagement. Our results find that three quarters of studies report the use of educational data analytics to be effective in improving student outcomes but their relationship with student outcomes requires further and more robust investigation and assessment. We argue that research must interpret and communicate effectiveness qualitatively, as well as quantitatively, by including the student voice in assessments of impact.  相似文献   

13.
Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

14.
《Distance Education》2012,33(2):253-269
Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics’ teaching materials as OER. Using the concept of contradictions (Engeström, 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14: 133–156. doi:10.1080/713677004[Taylor & Francis Online] , [Google Scholar]), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engeström’s “layers of causality” (2011, p. 609) to explain postgraduate students’ growing sense of agency as they experienced the OER development process as being socially inclusive.  相似文献   

15.
《Distance Education》2012,33(2):135-150
The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study.  相似文献   

16.
《Distance Education》2012,33(2):279-282
In this article, I reflect on the politics, practices and possibilities of the open educational resources (OER). OER raise important implications for current and potential students, for postsecondary education institutions, and for those currently teaching in higher education. The key questions raised by OER centre on the role of teaching in learning, the potential for a shift in societal conceptualizations of learners from didactic to autodidactic beings, and what roles teachers may play in a potentially radical broadening of access to postsecondary education.  相似文献   

17.
Abstract

The potential differences in the effectiveness of problem-based learning (PBL) and traditional instructional approaches regarding high school students' attainment of economics concepts and principles and attitude toward learning economics were examined. The authors also considered potential interactions between learning outcomes in PBL and traditional instructional contexts and differences in students' academic ability, entering knowledge of economics, attitude toward economics, negative feelings after failure, preferred level of task difficulty, and behavioral response to failure. No differences between PBL and traditional classes were found regarding unit-specific student learning outcomes, although there was a difference in changes in general economics knowledge measured at the beginning and end of the semester, with the traditional classes learning more.  相似文献   

18.
Enthusiasts and evangelists of open educational resources (OER) see these resources as a panacea for all of the problems of education. However, despite its promises, their adoption in educational institutions is slow. There are many barriers to the adoption of OER, and many are from within the community of OER advocates. This commentary calls for a wider discussion to remove these barriers to mainstreaming OER in teaching and learning and argues for a rethinking of the idea of ‘open’ to make it more inclusive by redefining the concept. It reminds us of the original thinking behind OER – which was to create universally available educational resources that can improve the quality of teaching and learning. This commentary posits arguments against conflating OER and open education, questions the narrow definitions of OER, and raises issues around how to be more flexible and open to mainstreaming OER and removing barriers from within the OER movement.  相似文献   

19.
Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students’ learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more substantive responses when solicited, there seems to be limited representation of online master’s students’ preferences on what instructional strategies work for them. There is paucity in the literature on how these preferred instructional strategies inform existing theoretical and practical frameworks that could impact online learning performance. This article discusses the Top Ten Instructional Strategies preferred by master’s students who responded to a dissertation survey question - What specific things would you like your online instructors do to help you learn successfully? - and relates these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric.  相似文献   

20.
Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well.  相似文献   

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