International perspectives on using OER for online learning

Lee, Dabae; Lee, Eunbae

doi:10.1007/s11423-020-09871-5

Cited by 4 publications

(5 citation statements)

References 4 publications

(8 reference statements)

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“…The findings suggest that students’ perceived usefulness of OER would be relevant to their learning mode. These findings supplement relevant literature with other focuses such as advocacy of OER use in response to the pandemic ( Huang et al, 2020 ; Lee and Lee, 2021 ) and development of related resources ( Chen, 2020 ).…”

Section: Discussionsupporting

confidence: 73%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.

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Section: Discussionsupporting

confidence: 73%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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“…Our results align with previous studies [96][97][98][100][101][102] and they suggest the need to develop LIS curricula that are more rooted in the principle of openness, introduce information literacy for open education and OERs, and establish OER training programs for LIS professionals, especially academic librarians who are expected to actively participate in open educational practices (OEP). The analysis of advantages and benefits that OERs offer to the teaching process [23,61,62], especially in the field of LIS studies [103,104], will be carried out within IO2 of the DECriS project.…”

Section: Discussionmentioning

confidence: 99%

“…They have increased freedom in course design and in tailor-ing content to their teaching style. Ultimately, OERs have enhanced online teaching by serving as effective substitutes for in-person instruction, while also allowing teachers to extend their use beyond online teaching, adapting them to a variety of other teaching and learning contexts and environments [23,61,62]. However, numerous studies reveal that faculty members do not always comprehend what OERs are and what they include, indicating that awareness and understanding of the term are major issues related to their adoption, implementation, and use [19,36,[63][64][65][66].…”

Section: Adopting Implementing and Using Oersmentioning

confidence: 99%

Open Educational Resources (OERs) at European Higher Education Institutions in the Field of Library and Information Science during COVID-19 Pandemic

2023

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The purpose of this study is to map the practices regarding open educational resources’ (OERs) development and implementation at European higher education institutions (HEIs) in the field of library and information science (LIS) during the COVID-19 pandemic and to identify the challenges and obstacles to their full and optimal utilization, both during crisis situations and beyond. A systematic literature review and questionnaire-based survey yielded results from 56 European LIS schools/departments (n = 56). Statistical analysis was performed using the R programming language, and descriptive statistics were used to quantify the data sets. The results have shown that the COVID-19 pandemic served as an impetus for the adoption of OERs, particularly in the context of digital education (DE) and remote learning. However, there is still a lack of awareness of the many benefits and opportunities they provide to higher education, as evidenced by the fact than less than half LIS schools/departments used OERs. Certain issues were identified, such as the lack of institutional policies regarding OERs, inadequate peer-review of OERs, and, in most cases, the absence of monitoring and evaluation practices for OERs. The results and insights from this study can be used to improve all aspects of OERs’ implementation and thus accelerate their adoption, both with regard to LIS schools/departments and other fields. Further research into the topic through interviews and focus groups should provide a deeper understanding of opportunities, challenges and practices surrounding the adoption of OERs in the field of LIS education.

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“…However, traditional approaches may no longer suffice; scholars such as Brown (2021) advocate a switch towards proactive integrity enhancement strategies over reactive ones as a solution. Lee and Lee (2023), as well as Wang et al (2020), highlight the ethical considerations surrounding data collection, storage and use on online learning platforms. Their studies shed light on surveillance issues like consent, surveillance detection systems and security; however, there appears to be limited literature covering emerging technologies like artificial intelligence or learning analytics within this framework-signalling an evident gap within literature studies.…”

Section: Synthesis Of Findingsmentioning

confidence: 99%

Ethical Considerations for Higher Education ODL Institutions: Conceptual Framework

Nthoesane

2024

Preprint

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Ethics have taken on increased significance within higher education open and distance learning (ODL) institutions since their advent into digitalisation, having far-reaching consequences for theory, research, policymaking and practice alike. This article analyses existing scholarship on ethical aspects such as academic integrity, learner privacy concerns, social justice considerations and technological ethics in ODL provision. Utilising multidisciplinary perspectives such as virtue ethics, social contract theory, ethical frameworks and critical pedagogy, the article synthesises key findings and develops a conceptual framework for ethical governance within ODL institutions. This framework emphasises proactive steps for responding to ethical challenges, ongoing dialogue, collaboration and innovation to foster ethical excellence and the creation of regulatory frameworks and guidelines to govern ethical practice. Critics of existing literature and identification of research gaps highlight an urgent need for multi-disciplinary, longitudinal studies and policy interventions that advance ethical considerations within ODL provision. Overall, this article emphasises the utmost significance of ethics in online education and calls for concerted efforts to uphold ethical principles and values within ODL institutions in order to protect the integrity and effectiveness of learning experiences online.

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International perspectives on using OER for online learning

Abstract: This article examines the work by Hilton (Educ Technol Res Dev 64: 573-590.

Cited by 4 publications

References 4 publications

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Open Educational Resources (OERs) at European Higher Education Institutions in the Field of Library and Information Science during COVID-19 Pandemic

Ethical Considerations for Higher Education ODL Institutions: Conceptual Framework

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