The OER mix in higher education: purpose, process, product, and policy

Nikoi, Samuel; Armellini, Alejandro

doi:10.1080/01587919.2012.697439

Cited by 38 publications

(23 citation statements)

References 4 publications

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“…The majority of the literature on open practices has focused on the perceived benefits of the movement, such as broadening access to higher education, enabling personalized learning, and enhancing opportunities for collaboration and networking (Nikoi & Armellini, 2012;Schreurs et al, 2014;Yuan et al, 2008). Few studies however have provided empirical results to support their claims, with the exception of the burgeoning empirical literature on open textbooks and open access publishing that shows a variety of positive outcomes (e.g., Eysenbach, 2006;Hajjem, Harnad, & Gingras, 2005;Gargouri et al, 2010;Robinson, Fischer, Wiley & Hilton III, 2014;Zawacki-Richter, Anderson, & Tuncay, 2010).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…In academic contexts, open practices take three main forms, " (1) (Veletsianos & Kimmons, 2012a, p. 2), and include teaching, learning, and research activities. In instruction, they frequently (though not exclusively) include the creation, use, re-use, adaptation, and dissemination of open educational resources (Armellini & Nie, 2013;Murphy, 2013;Nikoi & Armellini, 2012;Tuomi, 2013;UNESCO, 2002).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

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A case study of scholars’ open and sharing practices

Veletsianos

2015

Open Praxis

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Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open scholarship is enacted in institutions that lack institutional support for openness. I help fill this gap in the literature by presenting a descriptive case study that illustrates the variety of open and sharing practices enacted by faculty members at a North American university. Open and sharing practices enacted at this institution revolve around publishing manuscripts in open ways, participating on social media, creating and using open educational resources, and engaging with open teaching. This examination finds that certain open practices are favored over others. Results also show that even though faculty members often share scholarly materials online for free, they frequently do so without associated open licenses (i.e. without engaging in open practices). These findings suggest that individual motivators may significantly affect the practice of openness, but that environmental factors (e.g., institutional contexts) and technological elements (e.g., YouTube's default settings) may also shape open practices in unanticipated ways.

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Section: Review Of Relevant Literaturementioning

confidence: 99%

Section: Review Of Relevant Literaturementioning

confidence: 99%

A case study of scholars’ open and sharing practices

Veletsianos

2015

Open Praxis

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“…As much as OERs are associated with the developing world, Niko and Armellini [35] assert that the UK government views OER as an instrument, in its social inclusion agenda, for widening learners' access to higher education. The Indian government [30] advances that our success in the knowledge economy hinges to a large extent on upgrading the quality of, and enhancing the access to, education.…”

Section: Open Educational Resourcesmentioning

confidence: 99%

Open Scholarship Practices Reshaping South Africa’s Scholarly Publishing Roadmap

Raju

Claassen

2015

Publications

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“…Guidelines such as these are important for the successful implementation of OER; however, there should be training programs for teachers on how to develop and implement them and how to provide support to students who are completing OER courses. Educators should be made aware that OER exist and be educated on how to access them and the benefits of using them (Nikoia & Armellinib, 2012). If educators do not see the benefits of using OER, they will not use or promote their use of OER.…”

Section: The Future Of Education With Oer and Mobile Technologymentioning

confidence: 99%

Open education resources and mobile technology to narrow the learning divide

Ally¹,

Samaka

2013

IRRODL

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<p>As the world becomes more digitized, there will be an increasing need to make available learning resources in electronic format for access by information and communication technologies. The question education will face is whether these learning resources will be available for learners to access at no cost or affordable cost so that there will be equity in access by anyone regardless of location, status, or background. With initiatives such as the Millennium Development Goals and Education For All by the United Nations (United Nations, 2011) learning materials must be available as open education resources to achieve the goals. Currently, most learning materials are available at a cost for people to purchase to learn, or they have to travel to a specific location (school or library) to access learning materials. In some parts of the world, especially in developing countries, these costs are prohibitive, preventing learners from achieving a basic level of education so that they can be productive in society and improve their quality of life (Bhavnani et al., 2008). Some would say that people in remote locations and developing countries do not have computers to access learning materials. It is true that many do not have desktop or laptop computers to access learning materials, but they have mobile devices and are now obtaining tablets with wireless capability to allow them to access learning materials from anywhere and at any time. These countries are bypassing the wired desktop stage and moving directly to wireless mobile technology (Bhavnani et al., 2008). Storing open education resources (OER) in electronic repositories will allow learners to access the resources using mobile technology. With mobile technologies, learners can complete coursework and assessments from anywhere and send their work to their tutors electronically and receive feedback (GSMA, 2011).</p>

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The OER mix in higher education: purpose, process, product, and policy

Cited by 38 publications

References 4 publications

A case study of scholars’ open and sharing practices

A case study of scholars’ open and sharing practices

Open Scholarship Practices Reshaping South Africa’s Scholarly Publishing Roadmap

Open education resources and mobile technology to narrow the learning divide

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