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.
Highlights
In the African traditional setting, the elderly men and women share their practical wisdom and indigenous knowledge with the younger generation for purposes of continuity and cultural enrichment
We report on a quantitative survey study among Kenyan university students and lecturers
Open Educational Resources (OER) is still in its infancy in Kenya and it would require substantial additional effort from different stakeholders, including the government, to further mature the OER movement in the country. These are the research questions (RQs): 1 What is the state of connectivity and digital proficiency among lecturers and students? 2 What kind and level of use, re-use, creation, and sharing of educational resources (ER) is
Summary
In the African traditional setting, the elderly men and women share their practical wisdom and indigenous knowledge with the younger generation for purposes of continuity and cultural enrichment. Differentiation in Access to, and the Use and S haring of (Open) Educational Resources among Students and Lecturers at Kenyan Universities
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