Item Type | Journal Article |
---|---|
Author | Krystian Szadkowski |
URL | http://link.springer.com/10.1007/s10734-018-0340-4 |
Publication | Higher Education |
ISSN | 0018-1560, 1573-174X |
Date | 2018-11-12 |
DOI | 10.1007/s10734-018-0340-4 |
Accessed | 2018-11-29 11:04:43 |
Library Catalog | Crossref |
Language | en |
Abstract | This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education. It does so using a method of political ontology. It discusses the three concepts in reference to the six dimensions of higher education reality (ontology, politics, ownership, governance, benefits, and finance). Thus, it not only presents a systematic view of higher education reality as seen through the lenses of the common but also explains the substantial (and in some cases, subtler) differences between the concepts themselves. Moreover, it addresses briefly the differences between the concepts from the order of the common and those from the order of the public. Finally, the article seeks to offer an insight into what this particular conceptual set may provide the researchers in terms of thinking through, and designing an alternative to the current predicament of higher education. |
Short Title | The common in higher education |
Item Type | Journal Article |
---|---|
Author | Christopher N. Lawrence |
Author | Julie A. Lester |
URL | https://www.tandfonline.com/doi/full/10.1080/15512169.2017.1422739 |
Volume | 14 |
Issue | 4 |
Pages | 555-566 |
Publication | Journal of Political Science Education |
ISSN | 1551-2169, 1551-2177 |
Date | 2018-10-02 |
DOI | 10.1080/15512169.2017.1422739 |
Accessed | 2018-11-29 11:18:39 |
Library Catalog | Crossref |
Language | en |
Abstract | In this article, we present findings from a grant-funded initiative to replace traditional, proprietary textbooks with an open content textbook under a Creative Commons license in the introductory American government course (POLS 1101) at Middle Georgia State University. We find that the use of an open content textbook led to somewhat negative effects on student learning outcomes and student course satisfaction, although the associated lower textbook cost increased textbook accessibility to students. We conclude with some suggestions to those adopting textbooks in this course and to the wider discipline regarding measures that may lead to more unequivocally positive outcomes than those experienced in this study. |
Item Type | Journal Article |
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Author | David Wiley |
Author | John Levi Hilton III |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3601 |
Volume | 19 |
Issue | 4 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2018-09-26 |
DOI | 10.19173/irrodl.v19i4.3601 |
Accessed | 2018-11-29 11:08:24 |
Library Catalog | Crossref |
Abstract | The term “open pedagogy” has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of competing definitions of open pedagogy, together with its semantic overlap with another underspecified term, open educational practices, makes it difficult to conduct research on the topic of open pedagogy. In making this claim we do not mean to cast doubt on the potential effectiveness of the many pedagogical approaches labeled open. In this article, rather than attempting to argue for a canonical definition of open pedagogy, we propose a new term, “OER-enabled pedagogy,” defined as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. We propose criteria used to evaluate whether a form of teaching constitutes OER-enabled pedagogy and analyze several examples of OER-enabled pedagogy with these criteria. |
Item Type | Document |
---|---|
Author | Dominic Orr |
Author | Martin Weller |
Author | Rob Farrow |
URL | http://oro.open.ac.uk/55299/ |
Publisher | ICDE |
Date | 2018 |
Abstract | Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’1 are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process. |
Item Type | Journal Article |
---|---|
Author | Gráinne Conole |
Author | Mark Brown |
Volume | 5 |
Issue | 3 |
Publication | Journal Of Learning For Development - JL4D |
Date | 2018 |
Abstract | This paper critiques the rise and impact of the open education movement, focusing in particular on Higher Education. It considers the impact of adopting more open practices on learning, teaching and research. In terms of the impact on learning it describes three aspects: Open Educational Resources, e-textbooks and Massive Open Online Courses. In terms of the impact on teaching it describes three frameworks which can guide the design process: the 7Cs of Learning Design framework, the SAMR model and the ICAP framework. Finally, it considers the impact on research. The paper concludes by considering the barriers and enablers associated with adopting more open practices. |
Item Type | Report |
---|---|
Author | Cheryl Hodgkinson-Williams |
Author | Patricia Arinto |
URL | http://www.africanminds.co.za/wp-content/uploads/2017/08/171204-AM-ROER4D-combined-Web.pdf |
Pages | - |
Date | December 15, 2017 |
Extra | DOI: 10.5281/zenodo.1005330 |
Institution | Zenodo |
Library Catalog | DataCite |
Language | en |
Abstract | 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. |
Item Type | Journal Article |
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Author | Katsusuke Shigeta |
Author | Mitsuyo Koizumi |
Author | Hiroyuki Sakai |
Author | Yasuhiro Tsuji |
Author | Rieko Inaba |
Author | Naoshi Hiraoka |
URL | http://openpraxis.org/index.php/OpenPraxis/article/view/568 |
Volume | 9 |
Issue | 2 |
Pages | 195 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-06-29 |
DOI | 10.5944/openpraxis.9.2.568 |
Accessed | 2017-07-31 08:29:46 |
Library Catalog | CrossRef |
Abstract | Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was conducted in 2015. A comparison with a similar study conducted in 2013 revealed that awareness of OERs has increased slightly and the number of MOOCs offered has increased significantly in the intervening two years. The increase of offerings and adoption was low for OERs but high for MOOCs. OERs are used to improve the learning environment for students, while MOOCs aim to promote lifelong learning. Only one-fifth of the institutions surveyed in 2013 offered MOOCs or advanced their plans to offer them in 2015, and institutions that did offer MOOCs or advance such plans to offer them after the previous survey tended to provide MOOCs for society and for promotional purposes, not only for themselves because Japanese institutions are self-sustainable in terms of open education activities, operating without the support of the government or foundations. |
Item Type | Journal Article |
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Author | Glenda J Cox |
Author | Henry Trotter |
URL | http://openpraxis.org/index.php/OpenPraxis/article/view/571 |
Volume | 9 |
Issue | 2 |
Pages | 151 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-06-29 |
DOI | 10.5944/openpraxis.9.2.571 |
Accessed | 2017-07-31 08:26:50 |
Library Catalog | CrossRef |
Abstract | This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it. |
Short Title | An OER framework, heuristic and lens |
Item Type | Journal Article |
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Author | Rajiv Sunil Jhangiani |
URL | http://openpraxis.org/index.php/OpenPraxis/article/view/569 |
Volume | 9 |
Issue | 2 |
Pages | 141 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-06-29 |
DOI | 10.5944/openpraxis.9.2.569 |
Accessed | 2017-07-31 07:43:27 |
Library Catalog | CrossRef |
Abstract | The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. freedom; evolution vs. revolution; and resources vs. practices) before going on to argue in favour of a nuanced resolution to this Eriksonian crisis that reflects the diverse needs and motivations of educators. The merits of an integrated approach and its implications for the future trajectory of the OE movement are discussed. |
Item Type | Journal Article |
---|---|
Author | Thomas William King |
URL | http://openpraxis.org/index.php/OpenPraxis/article/view/566 |
Volume | 9 |
Issue | 2 |
Pages | 223 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-06-29 |
DOI | 10.5944/openpraxis.9.2.566 |
Accessed | 2017-07-31 08:31:54 |
Library Catalog | CrossRef |
Abstract | A comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic community in a sustainable fashion. This paper draws on the experiences of the Vice Chancellor’s Open Educational Resources Adaptation project in the University of Cape Town, which explored whether postgraduate students, with their blend of developing subject knowledge, greater time resources, and experience of teaching artefacts from both a learner’s and educator’s perspective, may be a valuable resource for lecturers or institutions eager to engage in OER but lacking the requisite support structures. It was found that postgraduates were best employed as capacitating agents, focusing on the non-pedagogical elements of OER adaptation. |
Item Type | Journal Article |
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Author | Judith Pete |
Author | Fred Mulder |
Author | Jose Dutra Oliveira Neto |
URL | http://openpraxis.org/index.php/OpenPraxis/article/view/574 |
Volume | 9 |
Issue | 2 |
Pages | 173 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-06-29 |
DOI | 10.5944/openpraxis.9.2.574 |
Accessed | 2017-07-31 08:28:36 |
Library Catalog | CrossRef |
Abstract | 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. |
Item Type | Journal Article |
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Author | Rajiv Sunil Jhangiani |
Author | Surita Jhangiani |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3012 |
Volume | 18 |
Issue | 4 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-06-16 |
DOI | 10.19173/irrodl.v18i4.3012 |
Accessed | 2017-07-31 09:02:30 |
Library Catalog | CrossRef |
Abstract | Unrelenting increases in the price of college textbooks have prompted the development and adoption of open textbooks, educational resources that are openly licensed and available to students free of cost. Although several studies have investigated U.S. students’ perceptions and use of open textbooks, there are no published studies of this kind in Canada. Similarly, although the negative impact of commercial textbook costs on student outcomes is well documented within the United States, it is unknown whether these trends generalize to the Canadian post-secondary context. The present study involves a survey of 320 post-secondary students in British Columbia enrolled in courses using an open textbook during the Spring 2015, Summer 2015, and Fall 2015 semesters. The survey investigates students’ textbook purchasing behaviours, including whether, where, and in what format(s) they purchase and access their required textbooks; the negative impact of textbook costs on their course enrolment, persistence, and performance; how they access and use their open textbook, including their format preferences and study habits; and their perceptions of their open textbook, including its quality and what features they like and dislike. The study’s strengths and limitations are discussed, along with recommendations for future research. |
Short Title | Investigating the Perceptions, Use, and Impact of Open Textbooks |
Item Type | Journal Article |
---|---|
Author | Christina Hendricks |
Author | Stefan A. Reinsberg |
Author | Georg W Rieger |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3006 |
Volume | 18 |
Issue | 4 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-06-16 |
DOI | 10.19173/irrodl.v18i4.3006 |
Accessed | 2017-07-31 09:01:17 |
Library Catalog | CrossRef |
Abstract | Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post- Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses. Further, many of them appreciated the fact that the textbook was customized to this particular course—which is made possible by the use of a textbook with an open license. |
Short Title | The Adoption of an Open Textbook in a Large Physics Course |
Item Type | Journal Article |
---|---|
Author | David Wiley |
Author | Ashley Webb |
Author | Sarah Weston |
Author | DeLaina Tonks |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3022 |
Volume | 18 |
Issue | 4 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-06-16 |
DOI | 10.19173/irrodl.v18i4.3022 |
Accessed | 2017-07-31 09:00:11 |
Library Catalog | CrossRef |
Abstract | This article explores the relationship between open educational resources (OER) created by students for use by other students, the long-term sustainability of the movement toward OER, and the success of students who use OER created by other students as part of their core curricular materials. We begin by providing definitions and a broader context for thinking about the possibility of student-created OER. We then describe a course context in which student-created OER have been slowly integrated into an online class over several years and examine the impact on student learning associated with their introduction. |
Item Type | Journal Article |
---|---|
Author | David Annand |
Author | Tilly Jensen |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3009 |
Volume | 18 |
Issue | 4 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-06-16 |
DOI | 10.19173/irrodl.v18i4.3009 |
Accessed | 2017-07-31 08:58:44 |
Library Catalog | CrossRef |
Abstract | Substituting open educational resources (OER) for commercially-produced textbooks results in demonstrable cost savings for students in most higher education institutions. Yet OER are still not widely used, and progress toward large-scale adoption in most colleges and universities has been slow. This article reviews the literature informing financial and other issues that affect OER adoption. It describes the outcome of an ongoing, financially self-sustaining project at Athabasca University that has produced significant cost savings for the institution, maintained equivalent student learning outcomes and persistence rates, and enhanced aspects of the student learning experience. Based on the success of the project to date, broadly-applicable recommendations are suggested to reduce organizational impediments to the adoption of OER in higher education institutions. |
Item Type | Journal Article |
---|---|
Author | Carlos Alario-Hoyos |
Author | Iria Estévez-Ayres |
Author | Mar Pérez-Sanagustín |
Author | Carlos Delgado Kloos |
Author | Carmen Fernández-Panadero |
URL | http://www.irrodl.org/index.php/irrodl/article/view/2996 |
Volume | 18 |
Issue | 3 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-05-12 |
DOI | 10.19173/irrodl.v18i3.2996 |
Accessed | 2017-07-31 09:08:36 |
Library Catalog | CrossRef |
Abstract | MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners’ motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management. |
Item Type | Journal Article |
---|---|
Author | Colin Milligan |
Author | Allison Littlejohn |
URL | http://www.irrodl.org/index.php/irrodl/article/view/3033 |
Volume | 18 |
Issue | 2 |
Publication | The International Review of Research in Open and Distributed Learning |
ISSN | 1492-3831 |
Date | 2017-04-04 |
DOI | 10.19173/irrodl.v18i2.3033 |
Accessed | 2017-07-31 09:05:41 |
Library Catalog | CrossRef |
Abstract | Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: Fundamentals of Clinical Trials and Introduction to Data Science (n=970). Each MOOC drew a diverse cohort of participants ranging from professionals working in the field to students preparing to enter it. Across both MOOCs, a similar profile of primary motivations emerged, with respondents identifying the potential benefits to their current role, or future career, alongside more general responses reflecting casual interest in the topic or a simple desire to learn. Professionals were primarily motivated by current needs, describing how the course could fill gaps in their formal knowledge, broaden their skillset to increase their effectiveness at work, or enable them to innovate. Professionals also saw the benefit of MOOC study in preparing them for new roles and career progression. Students, meanwhile, used MOOC study to complement their other learning. It is clear that MOOC study represents a popular mechanism for professionals to address both current and future learning needs. |
Short Title | Why Study on a MOOC? |
Item Type | Journal Article |
---|---|
Author | Buddhini Gayathri Jayatilleke |
Author | Geetha Udayanganie Kulasekara |
Author | Malinda Bandara Kumarasinha |
Author | Charlotte Nirmalani Gunawardena |
URL | https://openpraxis.org/index.php/OpenPraxis/article/view/461 |
Volume | 9 |
Issue | 1 |
Pages | 31 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-03-31 |
DOI | 10.5944/openpraxis.9.1.461 |
Accessed | 2017-07-31 08:33:59 |
Library Catalog | CrossRef |
Abstract | This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants’ views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future. |
Short Title | Implementing the First Cross-border Professional Development Online Course through International E-mentoring |
Item Type | Journal Article |
---|---|
Author | Michael Troy Martin |
Author | Olga Maria Belikov |
Author | John Hilton III |
Author | David Wiley |
Author | Lane Fischer |
URL | https://openpraxis.org/index.php/OpenPraxis/article/view/432 |
Volume | 9 |
Issue | 1 |
Pages | 79 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-03-31 |
DOI | 10.5944/openpraxis.9.1.432 |
Accessed | 2017-07-31 08:40:49 |
Library Catalog | CrossRef |
Abstract | The cost of textbooks has continued to impact students in higher education. Students have reported that they make decisions on which courses to take based on the specific cost of textbooks. Faculty have reported willingness to use open textbooks to help ease the burden on students but are unsure where to find viable options. We examined the responses of 676 students and 573 faculty from a large private university (Brigham Young University, Provo, Utah) to understand the real impact of textbooks costs to students and how they are dealing with this ongoing problem. We found that 66% of students at this institution have not purchased a textbook due to cost. We also discovered that 91% of faculty at this institution would be willing to use OER alternatives and that 53% of them would welcome assistance identifying and adapting materials for their course. |
Item Type | Journal Article |
---|---|
Author | Ravi Murugesan |
Author | Andy Nobes |
Author | Joanna Wild |
URL | https://openpraxis.org/index.php/OpenPraxis/article/view/476 |
Volume | 9 |
Issue | 1 |
Pages | 45 |
Publication | Open Praxis |
ISSN | 2304-070X |
Date | 2017-03-31 |
DOI | 10.5944/openpraxis.9.1.476 |
Accessed | 2017-07-31 08:37:46 |
Library Catalog | CrossRef |
Abstract | We report on an online course in research writing offered in a massive open online course (MOOC) format for developing country researchers. The concepts of cognitive presence, teacher presence, and social presence informed the design of the course, with a philosophy of strong social interaction supported by guest facilitators. The course was developed with low-bandwidth elements and hosted on a Moodle site. It was offered twice as a MOOC and 2830 learners from more than 90 countries, mainly in the developing world, took part. The average completion rate was 53%. Female learners and learners who were active in the forums were more likely to complete the course. Our MOOC approach may be a useful model for continuing professional development training in the developing world. |
Item Type | Book |
---|---|
Editor | Kwantlen Polytechnic University, CA |
Editor | Rajiv S. Jhangiani |
Editor | Robert Biswas-Diener |
Editor | Noba Project |
URL | http://www.ubiquitypress.com/site/books/10.5334/bbc/ |
Publisher | Ubiquity Press |
ISBN | 9781911529002 |
Date | 2017-03-27 |
Accessed | 2017-07-31 07:49:34 |
Library Catalog | CrossRef |
Abstract | DOI: 10.5334/bbc |
Short Title | Open |
Item Type | Journal Article |
---|---|
Author | Fredrick W. Baker |
URL | http://link.springer.com/10.1007/s11528-016-0095-7 |
Volume | 61 |
Issue | 2 |
Pages | 130-140 |
Publication | TechTrends |
ISSN | 8756-3894, 1559-7075 |
Date | 3/2017 |
DOI | 10.1007/s11528-016-0095-7 |
Accessed | 2018-11-29 11:02:50 |
Library Catalog | Crossref |
Language | en |
Abstract | What is the nature of openness, and what role has it played in education over the years? The concept of openness has traditionally been very difficult to define, and its history in education has often been ignored, obscured, or misrepresented in the literature, media, and popular culture. This paper provides an operational definition of openness and highlights the history of openness in education over the last century. This serves as a useful lens for better understanding the nature of openness and from which to examine the role of openness in education in new ways. This history legitimizes openness as an approach to education with historical significance, and establishes a precedent for certain types of instructional strategies and educational models that are common today. The paper concludes with a push for educators to continue thoughtfully integrating openness within the current educational system in a practical, experimental way. This will continue the integration of these systems and result in one that retains the strengths of both traditional and open approaches. |
Short Title | An Alternative Approach |
Item Type | Report |
---|---|
Author | Robert Schuwer |
Author | Ben Janssen |
URL | https://fontys.nl/Over-Fontys/Fontys-Hogeschool-ICT/Onderzoek/Lectoraat-Open-Educational-Resources/De-waarde-van-open-en-open-als-waarde.htm |
Place | Eindhoven, the Netherlands |
Date | 2017 |
Institution | Fontys University of Applied Sciences |
Language | NL |
Abstract | Medio 2015 heeft minister Bussemaker in haar strategische agenda “HO2025, de waarde(n) van weten” als ambities uitgesproken dat in 2025 alle docenten in het hoger onderwijs hun leermaterialen delen en dat instellingen elkaars MOOC’s gaan erkennen. Om te bepalen welke activiteiten ervoor kunnen zorgend at deze ambitie ook gehaald wordt heeft het lectoraat OER eind 2015 een survey uitgevoerd Onderzoek OER en MOOC's in het Nederlandse HO. Deze survey gaf een eerste beeld van de stand van zaken betreffende open delen en hergebruiken van leermaterialen en cursussen. De survey, maar ook een in het voorjaar uitgevoerde verkenning door het Ministerie van OCW, toonde aan dat adoptie van het open gedachtengoed door de (in Rogers’ termen) early majority van docenten nog niet plaatsvindt. Om de redenen daarvoor te achterhalen heeft het lectoraat in het najaar van 2016 een vervolgonderzoek uitgevoerd. In dit onderzoek zijn 55 interviews gehouden met docenten, bestuurders en ondersteuners bij totaal 10 universiteiten en hogescholen. De resultaten van dit onderzoek zijn beschreven in het onderzoeksrapport. |
Item Type | Book Section |
---|---|
Editor | Mohamed Jemni |
Editor | Kinshuk |
Editor | Mohamed Koutheair Khribi |
Author | Darco Jansen |
Author | Jon Rosewell |
Author | Karen Kear |
URL | https://www.researchgate.net/publication/306061740_Quality_Frameworks_for_MOOCs |
Place | Berlin, Heidelberg |
Publisher | Springer Berlin Heidelberg |
Pages | 261-281 |
ISBN | 978-3-662-52923-2, 978-3-662-52925-6 |
Date | 2017 |
Accessed | 2016-09-07 09:03:02 |
Library Catalog | CrossRef |
Book Title | Open Education: from OERs to MOOCs |
Item Type | Report |
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Author | Rayane Alamuddin |
Author | Jessie Brown |
Author | Martin Kurzweil |
URL | http://sr.ithaka.org/?p=283890 |
Date | 2016-09-06 |
Accessed | 2016-09-08 10:59:39 |
Institution | Ithaka S+R |
Library Catalog | CrossRef |
Short Title | Student Data in the Digital Era |