Opportunities and challenges in the adoption of open educational resources for course development: a case study of Uttarakhand Open University

Pande, Jeetendra

doi:10.1007/s41870-018-0126-z

Cited by 3 publications

(7 citation statements)

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“…Enhance student's learning outcome. Moreover, eight studies reported that by using OERs, students can access high-quality educational resources freely; and presenting (Alkhasawneh, 2020;Bansal et al, 2013;Henderson and Ostashewski, 2018;Mikroyannidis and Papastilianou, 2021;Pande, 2018;Tlili et al, 2020).…”

Section: Benefits Of Open Educational Resourcesmentioning

confidence: 99%

“…Furthermore, six studies reported that OERs support lifelong learning. Open access to learning, open-source software, open standards and open educational resources are all important factors in achieving a lifelong learning reality (Alkhasawneh, 2020; Bansal et al , 2013; Henderson and Ostashewski, 2018; Mikroyannidis and Papastilianou, 2021; Pande, 2018; Tlili et al , 2020).…”

Section: Characteristics Of the Studiesmentioning

confidence: 99%

“…Therefore, creating and/or locating existing OER can be extremely time-consuming. Most of the studies ( n = 14) identified lack of time as a challenge to find suitable resources (Ngimwa and Wilson, 2012; Oelfke et al , 2021; Pande, 2018; Shams et al , 2020; Tang, 2020; Tlili et al , 2020). Most of the users spent a lot of time on the internet to find suitable and relevant OERs (Belikov and Bodily, 2016; Hassall and Lewis, 2017; Henderson and Ostashewski, 2018; Hu et al , 2015; Kumar et al , 2021; Mikroyannidis and Papastilianou, 2021; Moore and Reinsfelder, 2020; Wright et al , 2019).…”

Section: Characteristics Of the Studiesmentioning

confidence: 99%

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Open education resources’ benefits and challenges in the academic world: a systematic review

Adil

Ali

Sultan

et al. 2022

GKMC

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Purpose Open educational resources (OERs) are internet-based digital content that is used for academic purposes by instructors, students and researchers in the era of the information economy. Hence, this study aims to systematically review the literature, focusing on OERs’ benefits and challenges in the academic world. Design/methodology/approach The relevant literature systematically reviewed following the preferred reporting items for systematic literature reviews and meta-analyses (PRISMA) guidelines. The pertinent literature was obtained from four main scholarly databases, and finally, 21 papers that met the inclusion criteria were included in this study. Findings The findings revealed that the key benefits of OERs include expanded access to knowledge, supporting lifelong learning, pedagogical benefits and enhancing students’ learning outcomes. However, the key challenges include lack of time to find appropriate resources, lack of awareness about the usage and copyrights, quality assurance and technological limitations and lack of organizational support. Practical implications The practical and policy implications highlight the joint venture of academia and library professionals to help the students evaluating OERs, quality assurance, copyright issues and lifelong learning. Originality/value Earlier studies missed few significant insights of OERs, such as they did not address the quality assurance of OERs; the issue of understanding of copy right (creative common license) challenges related with OERs; and lack of time for finding suitable resources. Hence, this study identified significance insights related with OERs.

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Section: Benefits Of Open Educational Resourcesmentioning

confidence: 99%

Section: Characteristics Of the Studiesmentioning

confidence: 99%

Section: Characteristics Of the Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Open education resources’ benefits and challenges in the academic world: a systematic review

Adil

Ali

Sultan

et al. 2022

GKMC

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“…These additional permissions are expressed as follows: Reusethe right to reuse the material in its unaltered form (Pande, 2018); Revisethe right to adapt, correct, modify or alter the content of the material itself (Peters, 2017); Remixthe right to combine the original or revised content of the material with other objects to create something new (Sherimon et al, 2018a); Redistributeright to share copies of the original material (Sherimon et al, 2018b; Tappeiner et al, 2019;Lin, 2019).…”

Section: Introductionmentioning

confidence: 99%

Subjective Understanding of the Student When Using Open Educational Resources

Bazylova¹,

Zhusupova²,

Kazhigalieva³

et al. 2019

PTQ

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The relevance of the study is determined by the fact that open educational resources carry the ability to overcome the basic methodological construct complicating the learning process among students and namely the use of international experience while learning and obtaining knowledge. This study shows the aspects of functioning open educational resources and their technological basis. The novelty of the work was the formation of a model for the use of open educational resources in training of specialized courses of the Department of applied chemistry. The authors showed that the effectiveness of open educational resources use depends directly on the share of online learning and technological isolation of subjects. In particular, not only learning processes in the implementation of the program in applied chemistry, but also other disciplines that require the exchange of experience between countries and the use of a wide range of technological equipment and online structure are considered. In particular, training on the example of databases, information networks, and other spatially distributed structures are considered too. The practical significance of the study is defined by the fact that the use of open educational resources will not only intensify the learning process at the university, but also to determine the possibility of integration into the world educational space.

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“…The OER movement has been seen as a "means of contributing to the challenge of expansion of scale and opportunity and lowering cost in particular in post-secondary education" (Tait, 2018, p. 111). A few studies in countries in the Global South have indeed reported cost reductions as a result of OER adoption (Arumugam, 2016), including reduction of costs associated with course development (Pande, 2018). However, a recent study in the United States (US) raises a caution about the cost reduction argument for OER and suggests that "touting the financial value of an OER might not solely be a convincing argument for students or instructors independent of their educational use" (Abramovich & McBride, 2018, p. 37).…”

Section: Introductionmentioning

confidence: 99%

A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

Hodgkinson-Williams

Trotter

2018

JL4D

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At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.

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Opportunities and challenges in the adoption of open educational resources for course development: a case study of Uttarakhand Open University

Cited by 3 publications

References 1 publication

Open education resources’ benefits and challenges in the academic world: a systematic review

Open education resources’ benefits and challenges in the academic world: a systematic review

Subjective Understanding of the Student When Using Open Educational Resources

A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

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