Abstract
Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today’s university students—in western societies mainly—have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to “consume, provide, and share” throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students’ attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies.
Highlights
The proliferation and penetration of the internet in every aspect of human life in recent decades formed a global movement toward open knowledge
Open Educational Resources (OERs) as a medium to enhance their learning in the film studies course at the Aristotle University of Thessaloniki, Greece, that can be used by university teachers in the process of developing teaching strategies that can enhance the learning process
Almost all the participants stated that would like to have access from their PC to a portal with OERs for film studies categorized by area of interest, and they are mostly interested in OERs on film history and theory and to a lesser degree in other film fields
Summary
The proliferation and penetration of the internet in every aspect of human life in recent decades formed a global movement toward open knowledge. Within this context Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in all academic disciplines. To a much lesser degree, the students’ point of view is investigated. This issue is important, as the vast majority of today’s university students—in western societies mainly—have been born and raised in a digital world; consuming, providing, and sharing information over the internet all day long. The aim of the study is to provide film educators with evidence regarding their students’ attitudes toward OERs that can be useful in designing teaching intervention strategies that enhance learning in higher education
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