Using Open Educational Resources for Teaching in Higher Education: A Review of Case Studies

Wong, Billy

doi:10.1109/iset.2019.00046

Cited by 12 publications

(8 citation statements)

References 26 publications

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“…Due to the Bologna Process, diversity amongst students has equally inclined over the last 20 years. Thus, the proportion of individual counseling has also risen [4]. In addition, digital transformation processes have accelerated within the framework of HEI since the presence of COVID-19.…”

Section: Discussion Implications and Recommendationsmentioning

confidence: 99%

“…For others, there only exist few functionalities yet, cf. e.g., [4] (1) What are especially important activities for an IDSA operation?…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

“…After the mentioned reforms, more students are able to begin their studies regardless of their social and educational background [1][2][3]. Thus, students' heterogeneity increased and corresponding individualized study needs, goals, and the need for individual support and counseling [4]. However, due to the increasing number of students [2] with a relatively constant number of lecturers [5,6], personal advice alone is less feasible [7].…”

Section: Introductionmentioning

confidence: 99%

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Individual Digital Study Assistant for Higher Education Institutions: Status Quo Analysis and Further Research Agenda

Karrenbauer

König

Breitner

2021

Lecture Notes in Information Systems and Organisation

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Today, digital assistants can support students during their studies. A quick and easily useable and accessible information transfer, individually tailored to the students' needs is required. Individual educational biographies and an increasing number of students require individual information provision and advice. Research on digital assistance systems has increased dramatically over the past decade. We focus on the individual digital study assistant (IDSA) field with its functionalities embedded in a typical student life cycle (SLC). In order to determine the status quo of DSA, we conduct a literature review with a focus on their functionalities. One research finding indicates that the DSA field generates a wide range of DSA functionalities. We structured them developing a morphological box. Finally, we discuss a further research agenda for the development, adaption, introduction, and success of IDSA.

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Section: Discussion Implications and Recommendationsmentioning

confidence: 99%

“…For others, there only exist few functionalities yet, cf. e.g., [4] (1) What are especially important activities for an IDSA operation?…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Individual Digital Study Assistant for Higher Education Institutions: Status Quo Analysis and Further Research Agenda

Karrenbauer

König

Breitner

2021

Lecture Notes in Information Systems and Organisation

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“…11,12 Indeed, biology instructors identified a lack of training as one of the primary barriers preventing further incorporation of bioinformatics into undergraduate curricula. 6 Developing OERs in an emerging field can be a difficult undertaking (Table 2; for a review, see 13 ). While experienced faculty may have developed curricular resources for their own use, they are often reluctant to share them widely.…”

Section: Challenges To the Development And Incorporation Of Educatimentioning

confidence: 99%

Incubators: Building community networks and developing open educational resources to integrate bioinformatics into life science education

Ryder

Morgan

Sierk

et al. 2020

Biochem Molecular Bio Educ

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While it is essential for life science students to be trained in modern techniques and approaches, rapidly developing, interdisciplinary fields such as bioinformatics present distinct challenges to undergraduate educators. In particular, many educators lack training in new fields, and high-quality teaching and learning materials may be sparse. To address this challenge with respect to bioinformatics, the Network for the Integration of Bioinformatics into Life Science Education (NIBLSE), in partnership with Quantitative Undergraduate Biology Education and Synthesis (QUBES), developed incubators, a novel collaborative process for the development of open educational resources (OER). Incubators are short-term, online communities that refine unpublished teaching lessons into more polished and widely usable learning resources. The resulting products are published and made freely available in the NIBLSE Resource Collection, providing recognition of scholarly work by incubator participants. In

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“…Children start using gadgets from preschool age, while using not only entertaining and/or game content, but also learning something new for themselves, communicating, socializing, finding answers to many questions (Aiello, Fai, & Santagati, 2019;Juhaňák, Zounek, Záleská, Bárta, & Vlčková, 2019). It becomes obvious that the use of digital technologies in the education system can be not only a tool for development of cognitive activity of students, but also a serious resource that provides methodological and technical assistance to teachers (Agélii Genlott, Grönlund, & Viberg, 2019;Wong & Li, 2019).…”

Section: Introductionmentioning

confidence: 99%

To The Question Of The Use Of Digital Technologies In Educational Institutions

Lyakh¹

2020

European Proceedings of Social and Behavioural Sciences

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Using Open Educational Resources for Teaching in Higher Education: A Review of Case Studies

Cited by 12 publications

References 26 publications

Individual Digital Study Assistant for Higher Education Institutions: Status Quo Analysis and Further Research Agenda

Individual Digital Study Assistant for Higher Education Institutions: Status Quo Analysis and Further Research Agenda

Incubators: Building community networks and developing open educational resources to integrate bioinformatics into life science education

To The Question Of The Use Of Digital Technologies In Educational Institutions

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