Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

Hassan, Quazi K.; Rahaman, Khan Rubayet; Sumon, Kazi Z.; Dewan, Ashraf

doi:10.3390/educsci9020103

Cited by 4 publications

(3 citation statements)

References 17 publications

(19 reference statements)

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“…The studies mainly concentrated on lecturers' and teachers' creation and evaluation of OER and rarely by students (e.g. Schuwer & Janssen, 2018;Hassan, Rahaman, Sumon, & Dewan, 2019). Other topics were attitudes and perceptions towards OER, learning outcomes achieved with OER, OER's effectiveness, infrastructure studies, quality of OER materials, strategy, barriers, and incentives and motivation for using OER.…”

Section: The Need For Oer Adoption In South Africamentioning

confidence: 99%

Adoption and development of OERs and practices for self-directed learning: A South African perspective

Van Der Berg,

Du Toit-Brits

2023

TETFLE

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The use of open educational resources (OERs) within the broader context of open educational practices (OEPs) has many advantages, including the potential to result in self-directed learning, as students take responsibility for their learning. However, despite their vast potential, the promise of OERs has not yet translated into concrete and tangible OER adoption and development in the Global South, and specifically in South Africa. It also seems that the flow of OERs is mostly in one direction, namely from developed to developing country contexts. The purpose of this article is to determine what the literature reveals regarding OER adoption and development in South Africa. Within an interpretivist paradigm and a qualitative approach, we used an integrative literature review to collect data. Two large databases were consulted, and after applying the chosen inclusion and exclusion criteria, six relevant texts were found and discussed. The findings reveal that limited research is available. Furthermore, it became clear that OER planning, adoption and development is a process, and that collaboration and institutional support and leadership play important roles in the state of OER adoption, development and projects. The literature also revealed that despite the benefits of using OERs, there are stumbling blocks to adopting and using OERs in South Africa. Based on the findings, it is suggested that OERs for self-directed learning should advance and develop teaching and learning, by supporting flexibility and openness of learning resources. Lastly, to grow the use of OERs, with specific reference to South Africa, ongoing research on the state of OER adoption and development is needed.

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Section: The Need For Oer Adoption In South Africamentioning

confidence: 99%

Adoption and development of OERs and practices for self-directed learning: A South African perspective

Van Der Berg,

Du Toit-Brits

2023

TETFLE

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“…On the one hand, studies examining the creation and use of OER by teachers rarely by learners are, for example, using the OER life cycle (Schuwer & Janssen, 2018) or the OER pyramid (Baas et al, 2019). On the other hand, various studies present lessons learned from the creation and use of OER in learning settings (Hassan et al, 2019) or make evidence-based recommendations on integrating them (Sandanayake, 2019). Studies that focus on teachers/course instructors or learners frequently examine attitudes towards or perceptions of OER in addition to the creation and use of OER.…”

Section: Figure 6 Distribution Of Studies By Primary Focus Of the Investigation In Percentmentioning

confidence: 99%

Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019

et al. 2021

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For almost 20 years, Open Educational Resources (OER) are an integral part of the debate about the digitisation of education. However, the empirical landscape of OER research is vivid and largely obscure. This article reviews the state of international empirical research on OER to reveal trends and gaps and, in this manner, identify possible desiderata for further research. We use a systematic mapping approach to examine the empirical English-speaking research landscape from 2015 to 2019. The results reveal that research primarily concentrates on the higher education sector while only a few studies are available for the school and other educational sectors. In terms of research methodologies, quantitative approaches are prevalent, with most of them being survey-based. The main research interests of the empirical studies lie in the perception of OER and the barriers to their use in educational practices. Open textbooks as a form of OER and their comparative cost advantages or qualitative comparability with traditional educational material constitute an emerging research field that is almost exclusively located in the U.S. Research gaps exist regarding the usability and user-friendliness of OER repositories. Addressing these gaps could support the numerous initiatives in different countries to establish and equip repositories. Additional gaps for empirical research were identified regarding the effects of the use of OER on pedagogical approaches and established educational practices.

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“…Hassan et al. 2019 ), oder sprechen erfahrungsbasierte Empfehlungen aus, wie diese integriert werden können (vgl. Sandanayake 2019 ).…”

Section: Ergebnisseunclassified

Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)

et al. 2021

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ZusammenfassungOpen Educational Resources (OER) bilden ein wichtiges Element im Diskurs über eine Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate für eine zukünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird dafür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien für den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien prävalent, die vorwiegend umfragebasiert durchgeführt werden. Das primäre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textbücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu könnte die zahlreichen Bundesländerinitiativen zur Etablierung von OER-Landesportalen unterstützen. Weitere Forschungslücken finden sich bei den Effekten der Nutzung von OER auf das pädagogische Handeln und die Veränderungen etablierter Bildungspraktiken.

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Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

Cited by 4 publications

References 17 publications

Adoption and development of OERs and practices for self-directed learning: A South African perspective

Adoption and development of OERs and practices for self-directed learning: A South African perspective

Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019

Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)

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