The power of open: benefits, barriers, and strategies for integration of open educational resources

Luo, Tian; Hostetler, Kirsten; Freeman, Candice; Stefaniak, Jill E.

doi:10.1080/02680513.2019.1677222

Cited by 55 publications

(52 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, this study also contributes to the TEL recommender systems research by examining the usefulness of non-personalized recommendations of OER that are generated based solely on pedagogical quality scores, which is a valuable contribution since, to the best of our knowledge, no work had addressed this issue before. In conclusion, the results of this study show that the appropriate use of learning object quality scores can contribute to enhance the discoverability of high-quality OER, one of the major barriers hampering the use and uptake of OER worldwide [11].…”

Section: Discussionmentioning

confidence: 74%

“…This massive amount of resources available in OER repositories makes it difficult for users to find relevant and high-quality content when searching using these systems. A recent systematic literature review [11] indicated that discoverability of quality open learning resources was one of the major barriers hindering OER adoption and impact. According to the results of the OER Data Report 2013-2015 [12], finding resources of sufficiently high quality and related to a specific subject area are challenges often experienced by both educators and learners when searching for OER.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

2020

View full text Add to dashboard Cite

Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.

show abstract

Section: Discussionmentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

2020

View full text Add to dashboard Cite

show abstract

“…The major benefits of OER, namely, cost and access, appear as the leading factors that significantly influence instructors' and students' interest and motivation for using OER (Luo et al 2020; Hurley and Hallmark 2020; Open Education Week 2020) since the high cost of access to necessary and good resources might inhibit obtaining knowledge and practice. Additionally, the OER materials can be easily updated, modified and shared which leads to inclusive, open and participatory education, saving time teachers significant time and effort on resource development (de Oliveira Neto et al 2017).…”

Section: Impact and Issuesmentioning

confidence: 99%

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

Kılıçkaya

Kic-Drgas

2020

Education Tech Research Dev

View full text Add to dashboard Cite

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.

show abstract

“…In addition, most of the faculty members and students who used OER had positive attitudes. Luo, Hostetler, Freeman, and Stefaniak (2019) analyzed 51OER studies across the five continents. They reported no significant difference in learning outcomes when educators incorporate OER.…”

Section: Literature Reviewmentioning

confidence: 99%

Integration of Open Educational Resources in Higher and General Education Institutions: from the Perspectives of Specialized and Concerned Bodies in E-Learning

Alyami¹

2020

WJE

View full text Add to dashboard Cite

Open educational resourses have become a strategic source of a high degree of importance and this explains the reason for the acceleration of countries to join the use of them, but unfortunately, the results of a survey study conducted in the Kingdom of Saudi Arabia on eight experts in e-learning showed a gap that hinders integration in the use of open educational resources among educational institutions, especially at the general and higher education. Accordingly, the present study aimed to review the most prominent Open Educational Resources (OER) platforms in Saudi Arabia and identify the reality of cooperation and the best means of integration between higher and general education institutions from the perspective of specialists and concerned bodies. It adopted the analytical survey (descriptive) method. It covered a population of specialists and concerned bodies in e-learning from higher and general education institutions. The study applied a questionnaire to a sample of (144) participants from higher education institutions and (327) participants from general education institutions. Finally, it concluded results, made recommendations and suggested further studies.

show abstract

The power of open: benefits, barriers, and strategies for integration of open educational resources

Cited by 55 publications

References 44 publications

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

Examining the Usefulness of Quality Scores for Generating Learning Object Recommendations in Repositories of Open Educational Resources

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

Integration of Open Educational Resources in Higher and General Education Institutions: from the Perspectives of Specialized and Concerned Bodies in E-Learning

Contact Info

Product

Resources

About