A needs assessment of ODL educators to determine their effective use of open educational resources

Okonkwo, Charity Akuadi

doi:10.19173/irrodl.v13i4.1316

Cited by 21 publications

(14 citation statements)

References 6 publications

(2 reference statements)

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“…in the creation and use of OER. This is also consistent with previous research findings (Kursun et al, 2014;Okonkwo, 2012;Clements & Pawlowski, 2012). In the case of the present study, the findings indicated that the majority of the respondents (98.5%) were concerned about the IPR and copyright permissions to reuse the content.…”

Section: Discussionsupporting

confidence: 93%

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Panda

Santosh²

2017

IRRODL

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In the past decade, the educational scenario world over needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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Section: Discussionsupporting

confidence: 93%

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Panda

Santosh²

2017

IRRODL

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“…Nearly half of the informed students did not use the system, much like in a study by Okonkwo (2012). In the present study, the most common reasons given by students for not using the system were relevant to having adequate information on lab flyers, not needing it, and not having enough time.…”

Section: Discussionmentioning

confidence: 55%

“…Even though Carson et al (2012), Lovett, Meyer and Thille (2008), Rhoads et al (2013), and Okonkwo (2012) have indicated that the OpenCourseWare movement is a tremendous opportunity for both students and instructors, sufficient attention has not been paid to its instructional effectiveness. Most people are not aware of such systems or their benefits.…”

Section: Discussionmentioning

confidence: 99%

The Impact of OER on Instructional Effectiveness: A Case Study

İslim

Çağıltay

2016

EURASIA J MATH SCI T

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This descriptive study aims to investigate the instructional effectiveness of Open Educational Resources (OER). It was conducted with 1196 university students who were enrolled in a general chemistry course with an experimental laboratory section. These students voluntarily used OER for their lab activities. Data were collected via a printed, 18-question survey. Results showed that about half of the students were aware of the OER, and half of these informed students used it. Nonetheless, four advantages of the OER were determined: preparation for topic in advance, facilitating learning, time saving, and improving grades

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“…Africa, have significantly increased the number of children attending primary and secondary schools. This is being achieved through governmental and non-governmental initiatives around e-learning, including collaborative initiatives focusing on advocacy and teacher training (Okonkwo, 2012). Davis and Fletcher's (2010) work suggest that e-learning is also being deployed in the developed countries, in an attempt to improve, simplify or supplement the existing education system.…”

Section: E-learning and Oersmentioning

confidence: 99%

“…Teacher education is indispensable if OERs are to be successful (Wright & Reju, 2012;Okonkwo, 2012). Without the knowledge of OERs' potential and how they can be accessed and used in the classroom, the availability of OERs in the primary sector becomes futile.…”

Section: Oers and Primary Educationmentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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A needs assessment of ODL educators to determine their effective use of open educational resources

Cited by 21 publications

References 6 publications

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

The Impact of OER on Instructional Effectiveness: A Case Study

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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