scholarly journals Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 173 ◽  
Author(s):  
Judith Pete ◽  
Fred Mulder ◽  
Jose Dutra Oliveira Neto
Keyword(s):  
Empirical Data ◽  
Large Scale ◽  
Global South ◽  
Open Educational Resources ◽  
Rich Source ◽  
Educational Resources ◽  
Large Scale Study ◽  
The Future ◽  
Rural Universities ◽  
Urban Versus

In order to obtain a fair ‘OER picture’ for the Global South a large-scale study has been carried out for a series of countries, including Kenya. In this paper we report on the Kenya study, run at four universities that have been selected with randomly sampled students and lecturers. Empirical data have been generated by the use of a student and a lecturer questionnaire to which in total 798 students and 43 lecturers have responded. Selected from the very rich source two major outcomes are: (i) there is a significant digital differentiation among lecturers and students at urban versus rural universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual processing by respondents of educational resources (not necessarily open) a ‘preparedness for openness’ can be derived that promises well for the future.

scholarly journals Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 405 ◽  
Author(s):  
Judith Pete ◽  
Fred Mulder ◽  
Jose Dutra Oliveira Neto ◽  
Kathleen Ludewig Omollo
Keyword(s):  
South Africa ◽  
Empirical Data ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Common Goal ◽  
Comprehensive Universities ◽  
Sub Saharan ◽  
Selection Of

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.

scholarly journals Opportunities and Challenges of State-financed Open Educational Resources: The Norwegian model – a way to more inclusion?

2019 ◽  
Author(s):  
Frank J. Müller
Keyword(s):  
Quality Assurance ◽  
Inclusive Education ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
High Quality ◽  
Cooperation Partners

This publication deals with the experiences of employees, cooperation partners and opponents of the Norwegian large scale OER platform NDLA. Since 2006, the counties in Norway have been financing OER, thus ensuring access to high-quality educational materials. In 13 interviews, opportunities and challenges are analysed from the perspective of the experts. Quality assurance, professionalization processes, user-oriented design as well as licensing issues and the development of a new platform are also discussed. The potential of open educational resources for inclusive education is shown.

scholarly journals Adoption and Impact of OER in the Global South

2017 ◽  
Author(s):  
Cheryl Hodgkinson-Williams ◽  
Patrícia Arinto
Keyword(s):  
Student Performance ◽  
Tertiary Education ◽  
Global South ◽  
Open Educational Resources ◽  
The Body ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Policy Practice ◽  
Open Educational Practices ◽  
Sub Saharan

Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.

scholarly journals The pedagogical enhancement of open education: An examination of problem-based learning

2010 ◽  
Vol 11 (3) ◽  
pp. 95 ◽  
Author(s):  
Seth Gurell ◽  
Yu-Chun Kuo ◽  
Andrew Walker
Keyword(s):  
Critical Mass ◽  
Test Validity ◽  
Problem Based Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open Education ◽  
The Future ◽  
Open Content ◽  
Open Materials

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.

scholarly journals Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses

2017 ◽  
Vol 56 (5) ◽  
pp. 623-644 ◽  
Author(s):  
Sandra Sanchez-Gordon ◽  
Sergio Luján-Mora
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Careful Consideration ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Technological Innovations ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Massive Open Online

There are millions of people worldwide—of all ages, conditions, backgrounds, and motivations—with significant learning needs. Unfortunately, traditional education is not efficient enough to meet these needs. That is, the available educational resources are not fully exploited to help cover the demand. There is an increasing need for large-scale access to cost-effective and high-quality education. The use of technological innovations for large-scale teaching might be part of the solution. In this context, the goals of this study were to identify technological innovations that can be considered historical milestones in large-scale teaching, to systematize experts’ opinions about the topic, and to propose strategies for the successful implementation of massive open online courses (MOOCs). The researchers identified and analyzed a documentary corpus and found that, in the use of technologies for large-scale teaching, there has been a parallel evolution that have led to the emergence of MOOCs and includes five roots: distance education and online learning, testing or teaching machines and computer-assisted instruction, learning management systems, open education and open educational resources, and online massive teaching. The researchers propose three strategies for the successful implementation of MOOCs: careful consideration of the c/x MOOC pedagogical spectrum characteristics, selection of an appropriate MOOC model, and management of implementation challenges.

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