Abstract
Objective. The authors study: 1) the level of awareness of librarians of Ukrainian universities about Open Educational Resources (OER); 2) the ability of librarians to provide support services for the development, creation and use of OER in teaching, learning, research. Methods. The study was conducted by methods of analysis of professional literature, online survey (questionnaires) and analysis of the results. The questionnaires “Library of Higher Education Institution in Support of Distance Learning: Open Educational Resources” was distributed from 20.04. until 20.05.2021 among 137 directors of libraries of higher education institutions of Ukraine. Responses came from 77 libraries. The questionnaire consisted of 9 open-ended and closed-ended questions to allow researchers to get a holistic picture of the research process. Results. The analysis of 77 questionnaires showed that the vast majority of free HEI libraries in Ukraine have extensive experience in working with electronic educational resources. Ranking by resource type prove that 95.89% of library collections are the own generation resources (HEI authors): databases, incl. repositories. The concept of "Open Educational Resources" (OERs) is familiar and understandable to 84.42% of respondents. At the same time, 75.32% are already involved in supporting the OER. Librarians may catalog them (21.92%) or not catalog (32.88%). Among the OER types supported by librarians, educational materials (77.05%) and textbooks (55.74%) predominate. The closest partnership of librarians in OER support (except for teachers) is with the specialists of IT services (66.13%). Conclusions. Despite the still spontaneous, chaotic and little-studied nature of the library movement towards OER, librarians are well aware of this issue. At the same time, 96.1% of respondents want to improve their competencies in the direction of supporting open educational resources. This is very important, because it is the understanding and acceptance of OER that is crucial for a long-term vision of this movement. That is why specific aspects, such as organizational, economic, personnel and motivational, need urgent further study.
Highlights
University libraries around the world face the task of keeping up with major changes and trends in the field of librarianship, computer science and higher education in general
On the agenda in the field of sustainable development for the period up to 2030 education is perceived as a Sustainable Development Goal Quality Education (Sustainable Development Goal 4, n. d.)
The analysis of the professional literature proves that high-quality, relevant and barrier-free open educational resources – Open Educational Resources (OER) should be central to the student-oriented, innovative digital system of higher education in Ukraine and around the world
Summary
University libraries around the world face the task of keeping up with major changes and trends in the field of librarianship, computer science and higher education in general. In the context of Covid-19, which seriously undermines education and training around the world, libraries face extremely difficult challenges. The framework for action in the field of education for the period up to 2030 was adopted by 184 UNESCO member states in 2015. On the agenda in the field of sustainable development for the period up to 2030 education is perceived as a Sustainable Development Goal Quality Education In November 2019, the 40th session of the General Conference of UNESCO unanimously adopted the Recommendation on Open Educational Resources (OER) (UNESCO, 2019) which supports the creation, use and adaptation of inclusive and quality OER and promotes international cooperation in this area. The document emphasizes that OER is the common name for all teaching, learning, and research
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: University Library at a New Stage of Social Communications Development. Conference Proceedings
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.
