Open educational resources (OER) usage trends among university students of Pakistan

Shams, Sana; Haq, Muhammad Ahsan ul; Waqar, Yasira

doi:10.1007/s10639-020-10195-3

Cited by 15 publications

(18 citation statements)

References 8 publications

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“…In fact, the levels of OER creation, use and adoption among learners, practitioners and educational circles have remained disappointingly low (Karakaya & Karakaya, 2020). Some of the significant factors impeding more active engagement lie in the issue of the language of instruction employed in OER (Hatakka, 2009;Hodgkinson-Williams &Trotter, 2018), whereas others relate to the existence of multiple barriers, including the prevailing dearth of knowledge, awareness, skills, positive attitudes and internet connectivity (Mtebe & Raisamo, 2014;Shams, Haq & Waqar, 2020;Tlili, Ofosu & Zhang, 2021). Such a situation has placed the higher education institutions in developing countries in the position of having to provide system-based solutions that are aimed at creating a viable environment for the creation and utilisation of OER.…”

Section: The Use Of Oer In Developing Countriesmentioning

confidence: 99%

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

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Tanner

Chigona

2021

IJHE

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The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.

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Section: The Use Of Oer In Developing Countriesmentioning

confidence: 99%

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

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Tanner

Chigona

2021

IJHE

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“…For example, social science students and female students have a better perception of the benefits of OER than those in other academic disciplines and OER might be as effective as commercial textbooks and learning materials or even better at producing the desired learning outcomes (Shams et al 2020). This finding may well encourage OER adoption.…”

Section: Impact and Issuesmentioning

confidence: 99%

“…Therefore, using OER in educational settings has also gained the attention of researchers, leading to studies on the effectiveness of OER, teacher and learner perceptions of these materials, and their related benefits. To date, studies have promulgated that OER are positively perceived by teachers and instructors, and that they are as effective as traditional or commercial textbooks and materials (Hilton 2016;Hilton 2020;Delgado et al 2019;Shams et al 2020;Orton Grissett and Huffman 2019).…”

Section: Introductionmentioning

confidence: 99%

Issues of context and design in OER (open educational resources)

Kılıçkaya

Kic-Drgas

2020

Education Tech Research Dev

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The study conducted by Hilton (2016) focused on open educational resources (OER) by analyzing the findings of 16 studies that investigated (a) the influence of OER on academic learning outcomes at the tertiary context, and (b) students' and instructors' perceptions of OER in their teaching and learning contexts. Hilton's analysis of the findings of these studies indicated two major findings: (1) when students use OER, they obtain the same learning outcomes as with traditional textbooks while saving money; and (2) both students and teachers find OER comparable to traditional learning resources in terms of quality. Several advantages of OER were also revealed. These included low or no cost of OER, perceived ease of reading and access, their ability to provide the same learning outcomes as traditional materials, and students' and instructors' positive perceptions. By indicating the role of OER in obtaining the same or similar learning, the study has also suggested that OER be considered useful sources for classes and also a valid replacement for commercial textbooks. However, we also need to consider the context where OER will be used and how OER are designed and used in this context since these two determine whether OER will work and suffice. This article considers the contextual factors and design of OER, and the limitations of Hilton's work in addition to several ideas and suggestions for further research regarding OER in online and face-to-face instruction.

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“…According to Shams, Haq and Waqar (2020) open educational resources (OERs) are gaining popularity in developed countries. The basic purpose of OERs was to reduce inequality in access to knowledge resources.…”

Section: Introductionmentioning

confidence: 99%

“…Bansal et al (2013) claim that India faces similar issues which need to be addressed through the utilization of OERs. According to Shams, Haq and Waqar, (2020) there is a scarcity of research on different topics related to OER awareness, creation, and usage in Pakistan. A study was conducted by Hussain and Malek, (2013) to find out the attitude and use of OER among higher education faculty in Pakistan.…”

Section: Introductionmentioning

confidence: 99%

Cultural Levels and Pre-Service Teachers’ Behaviour Towards the Use of Open Educational Resources

Asghar

Erdoğmuş

Seitamaa-Hakkarainen

2021

Journal of Interactive Media in Education

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The behaviour to use innovation and technology for teaching, learning, and research is influenced by different levels of culture, ranging from the supranational, professional, and organizational to the individual level. The current study focused on the organizational, professional, and individual levels of cultural influence on preservice teachers' intentions towards the use of open educational resources (OERs). This study is based on the theory of planned behaviour (TPB) and different levels of culture for innovation and technology usage. A survey was conducted on preservice teachers (n = 376) enrolled in the universities of Punjab (Pakistan). Structural equation modeling (SEM) was applied through smart-PLS. The results revealed that pre-service teachers were aware of the importance of OERs. It was found that preservice teachers' intentions played an important role towards their actual behaviour to use OERs. Personal level culture and perceived behavioural control influences the pre-service teacher's intentions to use open educational resources. The study has policy and practice implications for developing a social, cultural, and psychological environment to enhance pre-service teachers' intentions to use OERs. Future studies may be conducted on the effect of supranational and national culture on institutional policies designed to adopt OERs.

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Open educational resources (OER) usage trends among university students of Pakistan

Cited by 15 publications

References 8 publications

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

Issues of context and design in OER (open educational resources)

Cultural Levels and Pre-Service Teachers’ Behaviour Towards the Use of Open Educational Resources

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