Pedagogical beliefs, teaching practices and use of open educational resources in the Republic of Ghana

The purpose of this study is to analyze the phenomenon of openness in higher education and its trends and technologies of expanding educational opportunities in the digital information society of Moldovan universities. The main concepts of openness in education are associated with the practice of online learning and constructivist approaches, technical optimization of delivering information, continuous professional development and globalization of higher education. Since skilled knowledge becomes the main value of the market, then higher education perspective as a tool of knowledge reproduction is transformed into the basic space of openness and accommodation to innovative use of educational resources. The key issues related to openness in order to impact higher education target the development of Open Educational Resources (OER), as well as implication of Massive Online Open Courses (MOOCs), relatively new online learning trend. There are institutional practices of the adoption and use of open education technologies in some international universities and organizations, which could be extended as well to create an open learning system in the Republic of Moldova, focusing on national practices of education. Openness of Moldovan HEIs is a strategic choice for the future in a rapidly changing educational market that should proliferate.

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Cultural Influences on Children's Developing Artistry: What can China and Australia Learn from Each Other?

Australasian Journal of Early Childhood ◽

10.1177/183693919502000309 ◽

1995 ◽

Vol 20 (3) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Susan Wright

Keyword(s):

Teacher Training ◽

Teaching Practices ◽

Cultural Influences ◽

Symbolic Play ◽

Educational Resources ◽

Pedagogical Beliefs ◽

Artistic Development ◽

People's Republic Of China ◽

Republic Of China ◽

Technical Mastery

This paper discusses the artistic characteristics of children aged two through eight years and the culturally-endorsed shift of emphasis from symbolic play to technical mastery during the course of their artistic development. The teaching practices, educational resources, and teacher training in schools in Australia and the People's Republic of China is reviewed in terms of the pedagogical beliefs of each country. Conclusions are drawn about how positive aspects of artistic processes and practices can be incorporated into each culture.

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Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education

Sustainability ◽

10.3390/su11205637 ◽

2019 ◽

Vol 11 (20) ◽

pp. 5637 ◽

Cited By ~ 2

Author(s):

Fabio Nascimbeni ◽

Daniel Burgos

Keyword(s):

Teaching Practices ◽

Online Survey ◽

Strong Relationship ◽

Two Dimensions ◽

Open Educational Resources ◽

Educational Resources ◽

Teaching Staff ◽

Open Education ◽

Open Educational Practices ◽

Open Content

The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from “novice” to “expert”, and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities’ teaching staff.

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Open educational resources as an innovative teaching practice in Kazakhstan

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v8i3.6411 ◽

2021 ◽

Vol 8 (3) ◽

pp. 195-203

Author(s):

Seitkerei Mukhtarov ◽

Diana Vedyushkina

Keyword(s):

Teaching Practice ◽

Online Courses ◽

Social Institutions ◽

Educational Process ◽

Open Educational Resources ◽

Educational Resources ◽

Sociological Study ◽

Innovative Teaching ◽

The Republic ◽

The Impact

The pandemic period has influenced the fact that digital technologies have become social, as there is coverage of users of all levels of social institutions - family, educational organizations, society. The purpose of the article is to present the results of a pedagogical study on the impact of open educational resources on the educational process of a higher Kazakh school. The methodology of the study was the theoretical teachings of D. Atkins, J. Brown and A. Hammond; sociological survey of studying universities operating in Aktobe region of the Republic of Kazakhstan. The results of the study were the results of a sociological study to identify the level of the formed system of ICT competencies, carried out according to the Bocharova S.T. methodology "Tool for assessing the formation of ICT competence of students." The authors analyze the features of social technologies, their influence on the educational process on the example of universities in the Aktobe region. Keywords: open educational resources, online courses, e-learning, Internet technologies, educational marketing

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The reality and obstacles to the use of public education teachers in Tabuk, Saudi Arabia, for open educational resources OER: واقع ومعوقات استخدام معلمي التعليم العام في مدينة تبوك بالمملكة العربية السعودية للموارد التعليمية المفتوحة OER

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.m191119 ◽

2020 ◽

Vol 4 (17) ◽

Author(s):

Metib Habis Jazaa Alhwaiti

Keyword(s):

Saudi Arabia ◽

Public Education ◽

General Education ◽

Teaching Practices ◽

Open Educational Resources ◽

Educational Resources ◽

Survey Method ◽

Scientific Results ◽

Open Education Resources ◽

Descriptive Survey

The study aimed to identify the reality and constraints of using general education teachers in Tabuk, Saudi Arabia for open educational resources OER, and to achieve the goals of the study, the researcher used the descriptive survey method, and the tool was a questionnaire distributed to the study sample of (369) teachers in Tabuk City schools In the year 1439-1440 AH. The results were: the overall instrument obtained an average (2.59 out of 5) with a (large) estimate in the following aspects; the reality of public education teachers using open educational resources (Shams platform) in their teaching practices obtained an average (2.65 out of 4) and the aspect of obstacles for the use of education teachers got the year of open resources (Shams platform) is on average (2.53 out of 4) and both are rated (large), The results of the study also revealed that there were statistically significant differences at (α≤ 0.05) between the responses of the sample about the reality of teachers of general education using open educational resources in their teaching practices and about obstacles to use; due to the following variables: (specialization; scientific - literary; and in favor of the scientific category, According to the variable: Training in the field of open educational resources in the axis of using open education resources for the benefit of those who got training, while there were no differences according to the variable in the axis of obstacles, and there were no statistically significant differences according to the rest of the variables (school stage, years of experience, qualification Scientific) Results were presented a number of recommendations and proposals to activate the use of open educational resources, and at the forefront of training for teachers.

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ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

Online Learning ◽

10.24059/olj.v12i1.39 ◽

2008 ◽

Vol 12 (1) ◽

Cited By ~ 6

Author(s):

Christine Geith ◽

Karen Vignare

Keyword(s):

Online Learning ◽

Global Education ◽

Open Educational Resources ◽

Educational Resources ◽

Access To Education ◽

Human Beings ◽

Right To Education ◽

Education Gap ◽

The Right ◽

Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

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