scholarly journals Users Awareness and Usage of Open Educational Resources in Central Universities of North India

2021 ◽  
Vol 42 (1) ◽  
pp. 47-56
Author(s):  
Madhu Midha ◽  
Jatinder Kumar
Keyword(s):  
Paradigm Shift ◽  
Academic Community ◽  
Open Educational Resources ◽  
Educational Resources ◽  
North India ◽  
Learning Resources ◽  
Professional Competency ◽  
Access Methods ◽  
Knowledge Content

Technological advancements and open educational resources (OER) together have opened up wider opportunities to access globally created educational resources by anyone across the globe. A paradigm shift has been witnessed in the format of learning resources, their access methods, and the medium of delivery of the knowledge content. The findings of this research reveal that the academic community of central universities (CU) of North India is well aware of open educational resources. E PG Path Shala is the most popular and most widely used, followed by NPTEL and YouTube. The majority of users use OERs as and when they require them. The purpose of using OERs for the majority of respondents is to prepare class notes. Most of the faculty and research scholars use OERs to improve their professional competency. The majority of respondents desired that the institutions should provide free internet/Wi-Fi on campus and should also provide regular updates about OERs.

scholarly journals Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 393 ◽  
Author(s):  
Heather M. Ross ◽  
Christina Hendricks ◽  
Victoria Mowat
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Resources ◽  
Completion Rates ◽  
Engaged Learning ◽  
Introductory Sociology ◽  
Student Views ◽  
Open Textbooks

Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their feedback on using OER instead of traditional commercial textbooks. This paper focuses on the views of students in an introductory sociology course for which an instructor adopted an open textbook and otherwise left the course unchanged from when it was taught with a traditional textbook. In addition, completion rates for the offerings with the open textbook are compared to previous offerings with a commercial textbook.

Open educational resources (OERs) in self-directed competency-based education

2018 ◽  
Vol 46 (4) ◽  
pp. 197-203 ◽  
Author(s):  
Eileen A. Horn ◽  
Ryan Anderson ◽  
Kristine Pierick
Keyword(s):  
Best Practices ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Future Research ◽  
Learning Resources ◽  
Content Type ◽  
Starting Point ◽  
Competency Based ◽  
Practical Implications

Purpose This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER. Design/methodology/approach This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature. Findings This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources. Research limitations/implications Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students. Practical implications Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs. Originality/value This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?

scholarly journals Best collaborative practices for advocacy and promotion of Open Educational Resources

2019 ◽  
Vol 3 (2) ◽  
pp. 10-14
Author(s):  
Stamatina Koutsileou ◽  
Christina Anastasopoulou ◽  
Stavroula Christaki ◽  
Nikolaos Mitrou
Keyword(s):  
Intellectual Property ◽  
Academic Libraries ◽  
Relevant Literature ◽  
Academic Community ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Digital Competence ◽  
Institutional Repositories ◽  
Recent Trends ◽  
Global Conference

Purpose – The present study, after reviewing the relevant literature and the recent trends that became evident from the Open Education Global Conference 2018 (and other similar fora), documents the best practices to be adopted by the Greek academic libraries, in order to support the OER actions in Higher Education by making the Academic Community aware of the culture of OER adoption/use.    Design/methodology/approach – It emerged from the analysis of the empirical results of a relevant research conducted among faculty of Greek Universities. The research inquired into the support/guidance that academic libraries offer to the faculty of their institutions for: a. adopting/using Open Educational Resources (OER), b. creating OER and c. OER intellectual property (copyright).    Findings – The results of the research showed that most of the faculty does not consider academic libraries much supportive of them in any of the three areas investigated -as opposed to what occurs in Europe and internationally.    Originality/value – The practices documented could: a. gain advantage from the existing library infrastructure and enhance the know-how and digital competence of librarians in the following areas: OER location, intellectual property (copyright), metadata and quality assurance, institutional repositories (storage and preservation), b. support faculty and students in cultivating their digital skills and thus achieving “OER Literacy”. 

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

2008 ◽  
Vol 12 (1) ◽  
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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