Abstract
The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.
Highlights
With the rapid growth of technology, new forms of education have appeared
The term Open Educational Resources was first coined at UNESCO’s 2002 Forum on Open Courseware, and it was defined as “teaching, learning, and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation, and redistribution by others with no or limited restrictions”
In 2019, UNESCO released a recommendation focused on Open Educational Resources (OER) with five objectives: (1) building capacity of stakeholders to use, adapt, redistribute, and create access to OER; (2) developing supportive OER policy; (3) encouraging the development of inclusive and equitable OER; (4) nurturing the creation of sustainability models for OER; and (5) facilitating international cooperation on OER
Summary
With the rapid growth of technology, new forms of education have appeared. One of these is open education, a concept that encompasses multiple dimensions such as open access, open technology, open licensing, open educational policies, and Open Educational Resources (OER) [1]. In 2019, UNESCO released a recommendation focused on OER with five objectives: (1) building capacity of stakeholders to use, adapt, redistribute, and create access to OER; (2) developing supportive OER policy; (3) encouraging the development of inclusive and equitable OER; (4) nurturing the creation of sustainability models for OER; and (5) facilitating international cooperation on OER In this recommendation, OER is defined as “teaching, learning and research materials in any medium that may be composed of copyrightable materials released under an open license, materials not protected by copyright, materials for which copyright protection has expired, or a combination of the foregoing” [2]. The remainder of this paper is as follows: Section 2 presents the paper research methodology, Section 3 presents and discusses the obtained results, and Section 4 concludes the paper, with a summary of the findings and future research directions
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