Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

Abstract

Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.

Proficiency of Teachers' Perceptions of Distance Education and Technology Usage Competencies: a Meta-Analysis Study

“…In other words, the primary studies indicated a small but positive effect on teachers' perceptions of distance education and their proficiency in using technology. This finding aligns with previous studies on the topic (Alghamdi et al, 2020;Ali, 2020;Burac et al, 2019;Cachero-Gonzalez et al, 2019;Celik et al, 2022;Elizabeth Noor Coutts et al, 2020;Fis Erumit et al, 2021;Goncalves et al, 2020;Gorghiu et al, 2021;Grabinski et al, 2020;Hamann et al, 2020;Makamure & Tsakeni, 2020;Makokotlela, 2022;Mnguni & Mokiwa, 2020).…”

“…Distance education is an education model or approach in which teachers and students perform a learning-teaching activity in different places without time and place limitations (Adzobu, 2014;Bozkurt, 2020). Teachers believe that distance education appeals to a wide student population, is student-centered (Hamann et al, 2020), supports lifelong learning (Makokotlela, 2022), provides flexibility in terms of time and space (Palloff & Patt, 2007), has a small budget. They state that distance education is effective in the learning process (Park & Shea, 2020), based on the idea that more people can be reached with this program (Yu, 2021).…”

“…When the studies on the subject in the related literature are examined, it was determined that hundreds of primary studies were done to determine the level of teachers' perceptions of distance education and technology use (Aldaghri & Oraif, 2022;Ali, 2020;Altinay, 2017;Amoozegar et al, 2018;Dalton, 2001;Elcicek, 2021;Elizabeth et al, 2020;Gorghiu et al, 2021;Hodges & Cullen, 2020;Kopcha, 2012;Makamure & Tsakeni, 2020;Makokotlela, 2022;Sadaf et al, 2016;Tilton & Hartnett, 2016;Tondeur et al, 2017;Wang, 2022;Yaylak, 2022). However, it was determined that the primary studies could not be synthesized and interpreted with a statistical result and a judgment could not be reached on whether they worked in practice or not.…”