Abstract
The purpose of this study was to investigate the impact of online teaching experience on faculty members’ perceptions about attributes of OER. Rogers’ (2003) attributes of innovation theory was adopted as the theoretical base in this study. And questionnaire survey was carried out at Zhejiang University (ZJU) in China. 360 faculty members from ZJU were randomly invited to complete a questionnaire. The results of data analysis found that (1) only small portion of surveyed faculty members had online teaching experience while there was large portions of participants indicated that they would be willing to share their educational resources on the ZJU website or on outside websites; (2) the majority of the participants tended to agree that there is a relative advantage and compatibility of OER, though they were more neutral regarding the complexity, trialability and observability of OER; (3) online teaching experiences significantly impacted faculty members’ perceived trialability and observability of OER. Based on the finding, the study suggested that universities may carry out more initiatives efforts to increase faculty members’ online teaching experience and to improve faculty members’ perceived attributes of OER.
Highlights
The term “Open Educational Resources” (OER) was coined and first defined during the forum on the Impact of Open Courseware for Higher Education Institutions in Developing Countries held by UNESCO [1]
The worldwide OER movement was initiated by the famous Open Courseware (OCW) project launched by Massachusetts Institute of Technology (MIT)
More and more OER initiatives were launched around the world, such as the Open CourseWare Consortium consisted of more than 200 institutions of higher education and associated organizations from around the world, Open Learning Initiative (OLI) launched by Carnegie Mellon University [3], OpenLearn from the Open University in UK [4], and Teacher Education in Sub-Saharan Africa (TESSA) which is a research and development project working to improve the quality of university-led primary school teacher education through OER [5]
Summary
The term “Open Educational Resources” (OER) was coined and first defined during the forum on the Impact of Open Courseware for Higher Education Institutions in Developing Countries held by UNESCO [1]. OER was first defined as “the open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for noncommercial purposes” on this forum [2]. According to this definition, a wide variety of iJET ‒ Vol 12, No 4, 2017. The CQC project, initiated by the Ministry of Education of the People's Republic of China, is the most influential one that has been impacting Chinese higher education reform for more than one decade. Between 2011 and 2012, Chinese Ministry of Education successively put forward “Video Open Course” (VOC) Project, which aims to improve college students’ and the public’s science culture quality through putting the lecture videos of professors from well-known Chinese universities online, and the “Resources-Sharing Courses” (RSC) project to further improve the opening of higher education and the sharing of quality educational resources
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