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

Extensive research has taken place over the years to examine the barriers of OER adoption, but little empirical studies has been undertaken to map the amount of OER reuse. The discussion around the actual use of OER, outside the context in which they were developed, remains ongoing. Previous studies have already shown that searching and evaluating resources are barriers for actual reuse. Hence, in this quantitative survey study we explored teachers’ practices with resources in Higher Education Institutes in the Netherlands. The survey had three runs, each in a different context, with a total of 439 respondents. The results show that resources that are hard or time-consuming to develop are most often reused from third parties without adaptations. Resources that need to be more context specific are often created by teachers themselves. To improve our understanding of reuse, follow-up studies must explore reuse with a more qualitative research design in order to explore how these hidden practices of dark reuse look like and how teachers and students benefit of it.

Open Praxis vol. 12 issue 4

The last Open Praxis issue in 2020 includes nine research papers and one book review. It also includes the list of reviewers who have collaborated in reviewing the papers submitted to Open Praxis volume 12.

Book Review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls

Book review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls, edited by Som Naidu and Sharishna Narayan and published in 2020 by The University of the South Pacific Press.

Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

The Influence of Social Presence on Students’ Satisfaction toward Online Course

Students’ satisfaction plays a vital role in ensuring effective online learning. This study investigated the association between social presence and students’ satisfaction toward online discussions in Learning Management System (LMS) platform conducted at a private university in Malaysia. Both correlation and two-step hierarchical linear regression were performed to analyze the online survey data. The instruments used to measure the summated scores of social presence and satisfaction were Community of Inquiry (CoI) framework and satisfaction scale, respectively. The results revealed that the correlation between both variables was significantly positive. Students who declared relatively high level of satisfaction were more likely to report high level of interaction with their peers in online conversation and high level of social presence. Essentially, social presence seemed to contribute the most in predicting the level of course satisfaction amongst the students.

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

The tutor’s role in enhancing student retention in distance learning is paramount. This study aims to predict retention and not actual retention by investigating how tutoring support predicts student retention in distance learning at the University of Cape Coast in Ghana. Moore Transactional Distance Theory underpinned the theoretical framework of this study. The correlational research design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731 out of which 625 was used for the analysis. A structured questionnaire was used to collect data. Data were analysed using descriptive and inferential statistics. The findings of the study revealed that the respondents had a positive perception towards tutoring support offered at the University. However, at an alpha level of .05 tutoring support made a non-significant contribution to prediction (p = .11). The findings further, revealed that a unit increase in tutoring support will improve student retention by 1.42 times. Implications of the study were also discussed.

Student Perceptions of Textbooks: Prior Behaviors and Beliefs Can Influence Zero Textbook Cost (ZTC) Adoption Impact

Many Open Educational Resource (OER) and Zero Textbook Cost (ZTC) studies explore cost savings, impact on learning outcomes, and student perceptions of the materials. While OER/ZTC research reports positive student perceptions (Brandle et al., 2019), textbook research reports negative student perceptions of digital textbooks (Behnke, 2018). This study explores student buying behavior and perceptions of textbooks, finding that perceptions toward the usefulness of materials is high when access to materials is high. Given this student perception, textbook purchasing is likely related to outside factors. This study adds to the growing body of research about how OER and ZTC may influence student costs and access to course materials, finding that student attitude toward course materials needs to be considered alongside adoption.

Evaluation and Improvement of students’ satisfaction in Online learning during COVID-19

With the closure of educational institutions due to COVID-19, the biggest challenge with the universities and the instructors was engaging students in virtual learning. This research aimed at supporting university students in Islamabad (Pakistan) for online learning through a collaborative approach. The university started online learning during COVID-19 and had no earlier experience of such mode of learning. The first phase was identifying the problems faced by students during online learning and seeking their suggestions for overcoming them. The next step was working on the students’ opinions with a team of instructors to modify existing instructional practices during online instruction. We measured students’ satisfaction level pre and post-modification to evaluate students’ adoption of online learning. The data for both the phases were collected through a Google Form. The post-modification data revealed students’ greater satisfaction in online learning. The findings offer useful insight related to students’ adoption of online learning and making it a more meaningful, organized, and productive medium for future learning.

An Evaluation of Online Proctoring Tools

COVID’19 is hastening the adoption of online learning and teaching worldwide, and across all levels of education. While many of the typical learning and teaching transactions such as lecturing and communicating are easily handled by contemporary online learning technologies, others, such as assessment of learning outcomes with closed book examinations are fraught with challenges. Among other issues to do with students and teachers, these challenges have to do with the ability of teachers and educational organizations to ensure academic integrity in the absence of a live proctor when an examination is being taken remotely and from a private location. A number of online proctoring tools are appearing on the market that portend to offer solutions to some of the major challenges. But for the moment, they too remain untried and tested on any large scale. This includes the cost of the service and their technical requirements. This paper reports on one of the first attempts to properly evaluate a selection of these tools and offer recommendations for educational institutions. This investigation, which was carried out at the University of the South Pacific, comprised a four-phased approach, starting with desk research that was followed with pilot testing by a group of experts as well as students. The elimination of a tool in every phase was based on the ‘survival of the fittest’ approach with each phase building upon the milestones and deliverables from the previous phase. This paper presents the results of this investigation and discusses its key findings.

Exploring the impacts of distance higher education on adult learners' lives and reclaiming lifelong learning as a human development process

This article intends to launch discussion and reflection on two main themes: lifelong learning and digital literacy in nowadays societies. In looking for the intersections between these concepts to connote them with a more humanistic and holistic perspective, we explore the potentials of distance learning in the lives of adult learners. The empirical basis for this exploration is a survey applied to 706 (143 respondents) graduates in the education of the Portuguese Open University to know their future projects and the impact of this degree in the various dimensions of their personal, social and professional lives. The conclusions of this analysis point to recognition, by the respondents, of the positive impacts that distance higher education has in their personal and social lives. However, these impacts are not as visible in professional terms since the answers show little significant professional progressions. In this sense, the article concludes that it is important to rethink the founding ideas of the concept of lifelong learning from a humanistic perspective and to approach it with a holistic and transversal conception of what is now defined as digital literacy. Distance education, for adult learners, is a scenario that not only strengthens the personal, social and professional development of individuals, but also the development of competencies applied not only to the digital world but also to each person’s daily activities.