Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources

Avila, Cecilia; Baldiris, Silvia; Fabregat, Ramón; Graf, Sabine

doi:10.1111/bjet.12940

Cited by 19 publications

(10 citation statements)

References 29 publications

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“…And ontologies are the commonly used technical asset for retrieving and categorizing OERs based on quality. Text mining algorithms [24], deep learning algorithms such as decision tree [116] or even fuzzy logic [49] and Bayesian models are substantially deployed.…”

Section: Resultsmentioning

confidence: 99%

Systematic Literature Review on Open Educational Resources Recommender Systems

Rima

Meriem²,

Ajhoun³

2022

Int. J. Interact. Mob. Technol.

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background: In recent years, recommender systems (RS) have grown in popularity among learning and education stakeholders, while open educational resources (OER) have begun to be deployed to improve the education field. The selection of OERs should not be haphazard; rather, it should be based on the learning objectives and (RS) commonly utilized to overcome the abundance of OER. Objective: The aim of this paper is to examine the current advances in OER recommenders and the different commonly used recommendation approaches and technical features, to position our future research alongside the existing. Method: A systematic literature review with a deductive approach using the grounded theory technique, combining quantitative and qualitative analysis by adopting open coding (inductive and deductive) for content analysis. Databases: we employed Google Scholar as a search engine to crawl data. Results: The findings are presented according to the (Bernard, H. Russell .2000) process. We present the results of the analysis using quotes from interviews that illuminate the theory (exemplars). Conclusion: The review reveals an emerging interest in the area; nevertheless, hybrid interactive systems; chatbot-based, dedicated to course creators are lacking. Further and future research is needed

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Section: Resultsmentioning

confidence: 99%

Systematic Literature Review on Open Educational Resources Recommender Systems

Rima

Meriem²,

Ajhoun³

2022

Int. J. Interact. Mob. Technol.

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“…Despite the fact that this study focused on student intention to use and motivation to create OER, it is significant to note that OER created by students should be subjected to quality evaluation processes prior to publication and adoption for educational purposes because OER adoption has been proven to be dependent on the quality of OER via perceived usefulness. Learning analytics has been acknowledged as a useful tool that faculty can apply to understand how well to develop and assess the quality contents of OER (Avila et al, 2020), and it can also serve as a valuable tool for students.…”

Section: Discussionmentioning

confidence: 99%

Open educational resources: Evaluation of students' intention to use and motivation to create

Adedoyin

Altınay

2023

Brit J Educational Tech

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The advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the academic institutions. Several exploratory attentions have been given to educators’ adoption of OER, but little or none exists on university students’ intention to use and motivation to create OER. This study explores university students’ intention to use OER in Study 1 and motivation to create OER in Study 2 using a non‐experimental research design with a survey method and partial least squares structural equation modelling (PLS‐SEM) for the two studies. The findings indicated that the relationship between perceived ease of use, perceived usefulness, zero price accessibility and availability, and attitude and university students’ intention to use OER is significantly positive for Study 1. This showed that university students’ intention to use OER can be influenced by these factors. The relationship between competence and mastery of content, personal development, reward system and motivation to create OER is significantly positive for Study 2. This implies that university students are not mere users of OER but partners in the OER crusade as creators. Practitioner notesWhat is already known about this topic Significant roles of OER. Faculty members as OER developers. Students as mere users of OER. What this paper adds Factors that influence university students’ intentions to use OER using a blended TAM model. Factors that influence university students’ motivation to create OER using a blended SDT theory. The significant roles of university students as OER developers. Implications for practice and/or policy University students are not mere users of OER but partners in the OER crusade as creators. Extensive information on the factors to focus on by faculty members to improve university students’ intentions to use and motivation to create OER. The need for OER policymakers to concentrate on the factors highlighted in this study to make OER policies that will promote university students’ motivation to create OER.

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“…Faced with massive, extensive, and fragmented online learning resources, college students are prone to knowledge maze. Therefore, effective access to learning resources has become the key competence of learners’ empowerment to enhance university students’ self-reinforcement in online learning, as digital competences are highlighted as a set of knowledge, skills, attitudes (thus including abilities, strategies, values, and awareness) that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning, socializing, consuming, and empowerment ( Avila et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment

Pan

2022

Front. Psychol.

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The construction of an effective technology-based environment to promote learning and enable online learning to truly empower learners has become an increasingly important issue of concern. To some extent, an in-depth analysis of the key influencing factors and their functioning mechanism of online learning supporting learners’ empowerment may pave a new way for the understanding of this issue. In view of this, this study, grounded on the reciprocal determinism theory, explored the influencing paths among environment elements, online behaviors, person factors, and learners’ empowerment by using structural equation modeling (SEM) approach, and examined the structure effect relationships among these dimensions. A total of 396 Chinese university students reported on their perceptions of environment elements, online behaviors, person factors, and learners’ empowerment through the questionnaire survey. The results showed that there was a strong correlation between the three dimensions of the reciprocal determinism theory, and the three dimensions all exerted a positive effect on learners’ empowerment. Among them, the item parameter estimates revealed that online environment, online interaction, and online cooperation were significant in explaining the influence of environment elements and online behaviors on learners’ empowerment. Based on the empirical results, this study provided some implications and suggestions for the rationality of the structure devising of online learning environment, the effectiveness of online teacher-student interaction, and the development of students’ learning autonomy in technology-based learning. Thus, this study helped understand the specific contribution of external and internal factors to learners’ empowerment of using technology for online learning and would inform the construction of the optimized online learning environments and teacher-student relationships to enhance students’ sense of online presence and learning initiative.

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Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources

Cited by 19 publications

References 29 publications

Systematic Literature Review on Open Educational Resources Recommender Systems

Systematic Literature Review on Open Educational Resources Recommender Systems

Open educational resources: Evaluation of students' intention to use and motivation to create

Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment

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