Abstract
The purpose of this study was to investigate Chinese college studentsâ?? experience of and their perceived attributes of Open Educational Resources (OER). Students from Zhejiang University were selected as target population. A two-part questionnaire was developed and randomly sampling was used to collect data. The results of data analysis found that: three fourth of participating students had OER usage experience; students tended to have strong agreement with perceived relative advantage and compatibility of OER, while studentsâ?? perceived trialability, complexity and observability of OER are not satisfactory; gender has no significant influence on college studentsâ?? perceptions about all of the five attributes of OER, while having OER usage experience or not would significantly impact on studentsâ?? perception about attributes of OER. Based on the findings, the study concluded by putting forward some suggestions.
Highlights
The first decade of the 21st century has been called as the o-decade just as the 1990s were called the e-decade[1]
Since 2003, ZJU actively participated in the Chinese Quality Course” (CQC), Provincial Quality Course” (PQC) and Video Open Course” (VOC) Projects
To measure college students open educational resources (OER) experience and their perceived attributes, we developed a research instrument consisting of a two-part questionnaire, which was designed based on the review of literature
Summary
The first decade of the 21st century has been called as the o-decade (open source, open systems, open standards, open archives, open everything) just as the 1990s were called the e-decade[1]. The emergence of open educational resources (OER) practice could be viewed as one of the most outstanding educational innovations came out in the new millennium. OER has some outstanding attributes that attract individual and institutions to use it [6]. There is an obvious and/or potential financial saving due to eliminating the duplication of efforts in the development of instructional materials [7][8]; According to OECD’s study[9], there are four kinds of drivers that drive individuals and institutions to adopt OER: technological, economic, legal and social drivers. New economic models are emerging around the distribution of free content. Legal drivers are new licensing schemes that facilitate free sharing and reuse of content. Social drivers include increased willingness to share
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
