Open educational resources repositories literature review – Towards a comprehensive quality approaches framework

Clements, Kati; Pawlowski, Jan Μ.; Manouselis, Nikos

doi:10.1016/j.chb.2015.03.026

Cited by 116 publications

(85 citation statements)

References 75 publications

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“…They concluded that many interactive visualizations do not appear to be well designed, either from a pedagogical nor from an interface design perspective. Studies have shown that quality assurance of the LORs is a significant factor when predicting the success of repositories (Clements et al 2015). Therefore, developers of LORs are responsible for providing quality assurance information to the users.…”

Section: Fig 6 An Example Of a Learning Object From Research Ideasmentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

246

116

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Abstract:In this literature survey we focus on identifying recent advances in research on digital technology in the field of mathematics education. To conduct the survey we have used Internet search engines with keywords related to mathematics education and digital technology and have reviewed some of the main international journals, including the ones in Portuguese and Spanish. We identify five sub-areas of research, important trends of development, and illustrate them using case studies: mobile technologies, massive open online courses (MOOCs), digital libraries and designing learning objects, collaborative learning using digital technology, and teacher training using blended learning. These exemplary case studies may help the reader to understand how recent developments in this area of research have evolved in the last few years. We conclude the report discussing some of the implications that these digital technologies may have for mathematics education research and practice as well as making some recommendations for future research in this area.

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Section: Fig 6 An Example Of a Learning Object From Research Ideasmentioning

confidence: 99%

Blended learning, e-learning and mobile learning in mathematics education

Borba

Aşkar

Engelbrecht

et al. 2016

ZDM Mathematics Education

246

116

View full text Add to dashboard Cite

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“…Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access (Atenas & Havemann, 2013). However, research indicates that (a) the most common behaviour on open repositories is non-generative use (Pynoo, Tondeur, van Braak, Duyck, Sijnave, & Duyck, 2012;Sabourin, Kosturko, & McQuiggan, 2014), and (b) the possibility of social interaction does not necessarily equate active participation in social interaction (Clements, Pawlowski, & Manouselis, 2015). In recent years, gamification, or the implementation of game features in non-game contexts, and social networking elements such as likes, reactions and scores have been hyped as a technique to channel user engagement, piquing the interest of academic communities beyond success in marketing contexts (Zourou & Lamy, 2013;Zourou, 2016): can the positive effects of game mechanics be transferred to educational settings?…”

mentioning

confidence: 99%

Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Arcos

Faems

Comas-Quinn

et al. 2017

European Journal of Open, Distance and E-Learning

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The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access. However, research indicates that (a) most users do not participate in this type of generative use, and (b) the possibility of social interaction does not necessarily signal active participation in social interaction. In recent years the positive effects of gamification and social networking elements on user engagement have come to the fore in educational settings. From this stance, a quantitative study was conducted to assess users' acceptance of the existing game mechanics of a large national repository of educational resources, their attitudes towards the inclusion of extra features, and teachers' motivation to share openly. Our results indicate that teachers do not see open repositories as social networks, but as libraries of resources, and are likely to share if rewarded by intrinsic rather than extrinsic factors. Abstract in SpanishLa posibilidad de interacción social viene formando parte de los repositorios abiertos de recursos para la enseñanza y el aprendizaje durante casi dos décadas. Los repositorios existen no sólo para recoger y diseminar materiales educativos, sino que también permiten a los usuarios colaborar, comentar y evaluar el contenido al que acceden. Sin embargo, estudios de investigación señalan que (a) la mayoría de usuarios no participan en este tipo de comportamiento generativo, y (b) la oportunidad de interacción social no conlleva necesariamente la activa participación en la interacción social. En los últimos años el impacto positivo de la ludificación y otros elementos característicos de las redes sociales sobre el compromiso del usuario han pasado a un primer plano en contextos educativos. Es por eso que se realiza este estudio cuantitativo para determinar cómo los usuarios de un repositorio nacional de recursos didácticos valoran las estrategias de juego del sistema, su actitud ante la inclusión de nuevas estrategias, y qué les motiva a compartir abiertamente. Los resultados indican que los profesores no consideran los repositorios abiertos como redes sociales sino como bibliotecas de recursos, y es más probable que compartan si se les premia con factores intrínsecos y no extrínsecos. Abstract in DutchSociale interactie heeft de voorbije twee decennia opportuniteiten geboden binnen open online repositories voor leermiddelen voor het onderwijs. Repositories zijn niet alleen gebouwd om materialen te verzamelen en te verspreiden, maar ook om gebruikers in staat te stellen om samen te werken aan inhouden en deze te becommentariëren en te beoordelen. Echter, uit onderzoek blijkt dat (a) de meeste gebruikers dergelijk generatief gedrag niet stellen, en (b) de mogelijkheid tot sociale interactie niet noodzakelijk leidt tot deelname aan sociale interactie. In de afgelopen jaren kwamen de p...

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“…Besides elaborating on the concept of OERs, the focus of the latest research has started to shift to implementation-related issues such as models of OER lifecyles and processes (Downes, 2007;McGreal, 2010;Langen & Bitter-Rijkema, 2012;, programming aspects Green, Jones, Pearson, & Gkatzidou, 2006;Richter & Pawlowski, 2007) and the quality standards of OER repositories (Clements, Pawlowski, & Manouselis, 2015). Moreover, the impact of OERs on higher education and lifelong learning institutions (Das, 2011) has also been investigated.…”

Section: Oer and Related Conceptsmentioning

confidence: 99%

“…Some studies were dedicated to researching funding issues (Hylén, 2006), the development of business models (Langen & Bitter-Rijkema, 2012) and comparison to prior movements such as free and open software sources to avoid barriers and pitfalls (Vukovic & Martin, 2009). Technical frameworks were developed (Manisha & Bandyopadhyay, 2009), and further studies on the quality of repositories (Clements et al, 2015) and correct use of licenses (Hylén, 2006;Hylén & Schuller, 2007) were published. Despite these findings, authors have concluded that '…there will certainly be many more challenges ahead' (Atkins et al, 2007, p. 9).…”

Section: Oer Barriers and Related Conceptsmentioning

confidence: 99%