Abstract
The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.
Highlights
Information and communication technology (ICT), which plays a significant role in higher education, has contributed to the quality of teaching, learning and research activities (Noor-Ul-Amin, 2013)
Most of the participants mentioned that they relied on the open distance e-learning (ODeL) institution’s learning management systems (LMSs) for storing and disseminating their open educational resources (OER). Some explained that they relied on the LMS due to it being the official platform used by the ODeL institution
In inquiring about whether the contributions that are made by ICT tend to promote either social inclusion or social exclusion during the appropriation of OER in an ODeL context, the current study found that ICT is the main enabler in terms of the appropriation of OER
Summary
Information and communication technology (ICT), which plays a significant role in higher education, has contributed to the quality of teaching, learning and research activities (Noor-Ul-Amin, 2013). The development of ICT has caused a paradigm shift, with it having changed existing student learning approaches (Al-Rahmi, Alzahrani, Yahaya, Alalwan & Kamin, 2020). Such change has been influenced by the introduction of computers, the internet, mobile phones, tablets and other peripheral devices to the academic domain (Brown & Green, 2009). The increased use of ICT in the higher education context has facilitated the emergence of open educational resources (OER) (Weller, 2014). OER are relatively recent developments in the context of ICT-enhanced learning, they have already had an impact on the teaching and learning practices of higher education institutions globally (Bates, 2015). The appropriation of OER has the potential to advance teaching, learning and research, especially in developing countries
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