The purpose of this study was to explore students and instructor perceptions of the concept of renewable assignments in the open educational resources (OER) movement. Mixed methods were used, with a combination of a survey and semi-structured interview, administered at George Mason University in the United States. Eleven graduate students enrolled in the Instructional Design and Technology program in the course Advanced Instructional Design were invited to complete an online survey. A face-to-face interview was conducted with the instructor of the course. Descriptive statistics and thematic analysis were used to examine the results of the study. The data analysis found that only a small number of students were knowledgeable about OER, but the majority of participants indicated that they were very satisfied with the concept of renewable assignments. The findings suggest further investigation of the pedagogical models that tend to support student-generated OER.
This study sought to explore the awareness of teachers in K-12 during the pandemic about several aspects of online learning: instructional strategies, motivational factors for students, and the application of Universal Design for Learning (UDL) to lesson plans produced by teachers. This exploratory case study used a focus-group discussion and an evaluation form with a sample of thirty (N=30) teachers. The results showed that the teachers were unaware of some of the instructional strategies for online learning. The teachers and their students were not sufficiently prepared or qualified for the emergency transition to online learning. The results suggest that it is important to prepare professional development for teachers about instructional strategies and learning theories for online learning and blended learning.
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