What About Reuse? A Study on the Use of Open Educational Resources in
                        Dutch Higher Education

background: In recent years, recommender systems (RS) have grown in popularity among learning and education stakeholders, while open educational resources (OER) have begun to be deployed to improve the education field. The selection of OERs should not be haphazard; rather, it should be based on the learning objectives and (RS) commonly utilized to overcome the abundance of OER. Objective: The aim of this paper is to examine the current advances in OER recommenders and the different commonly used recommendation approaches and technical features, to position our future research alongside the existing. Method: A systematic literature review with a deductive approach using the grounded theory technique, combining quantitative and qualitative analysis by adopting open coding (inductive and deductive) for content analysis. Databases: we employed Google Scholar as a search engine to crawl data. Results: The findings are presented according to the (Bernard, H. Russell .2000) process. We present the results of the analysis using quotes from interviews that illuminate the theory (exemplars). Conclusion: The review reveals an emerging interest in the area; nevertheless, hybrid interactive systems; chatbot-based, dedicated to course creators are lacking. Further and future research is needed

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“…Different studies were concluded in several countries, including Canada [99], China [101]. Netherlands [95], Australia, and others.…”

Section: Discussion and Gapsmentioning

confidence: 99%

Systematic Literature Review on Open Educational Resources Recommender Systems

Rima

Meriem²,

Ajhoun³

2022

Int. J. Interact. Mob. Technol.

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“…Much has already been published on the financial and social benefits of OER (Menzli et al, 2022;Hilton et al, 2014;Baas & Schuwer, 2020). However, we found that there is no unambiguous glossary for several other terms used in debates and projects.…”

Section: Introductionmentioning

confidence: 88%

Let’s Get Practical! Two Frameworks to Improve Practices of Open Education

Schuwer,

Janssen

2024

Open Praxis

Self Cite

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In our Open Educational Resources (OER) advocacy work, we have encountered various challenges considering formulating a vision and policy on Open Education and implementing these visions and policies. Among these issues are a lack of proper definitions and terminology and lack of support for formulating and implementing a vision and policies for Open Education. To tackle these issues, two frameworks are proposed. One framework addresses the categorisation and definition of learning materials (including OER) within an educational ecosystem, emphasising the importance of distinguishing various types of resources. The other framework is meant to support defining a vision on Open Education in a specific context, bridging instrumental characteristics with value-driven goals. Several use cases are described to illustrate practical use of these frameworks. Both frameworks should provide clarity and practical guidance for stakeholders, from governments to individual educators, navigating the complexities of OER adoption and Open Education.

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“…While videos and images are reused without modifications, instructors often make adaptations for course units. Presentations and assignments are material types that are predominantly self-created and not reused by others (Baas and Schuwer 2020). By reusing OER, instructors aim to improve the quality of their teaching, but they want to avoid too much effort for adaptations and remixing (Baas, Admiraal, and van den Berg 2019).…”

Section: Usage Studies Of Oermentioning

confidence: 99%

‘Give and Take’ – higher education teachers using open educational resources

Schroeder

Donat

2023

Research in Learning Technology

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Open educational resource (OER) as free teaching and learning materials can contribute to the collaborative design and development of teaching. To support higher education teachers in their work with teaching in general and OER in particular and to encourage their use of OER, it is necessary to pay attention to their needs and requirements. This paper presents the results of a research project, identifying the usage behaviour of German-speaking higher education teachers. In an interview study, they were asked about their experience with OER to get detailed insights into their practices concerning their ‘use’ and ‘revise’ of materials. From this, four user types were derived according to different OER activities, such as creating, reusing, editing, and publishing OER, and their scope. Finally, these user types are transferred to considerations when designing OER infrastructures and establishing support options. These are aligned with the specifics of each user type, making the research findings a complementary contribution for application in higher education.

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What About Reuse? A Study on the Use of Open Educational Resources in Dutch Higher Education

Cited by 11 publications

References 13 publications

Systematic Literature Review on Open Educational Resources Recommender Systems

Systematic Literature Review on Open Educational Resources Recommender Systems

Let’s Get Practical! Two Frameworks to Improve Practices of Open Education

‘Give and Take’ – higher education teachers using open educational resources

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