Learning Open Educational Resources Research Articles

Pre-Service Teachers’ Awareness and Attitude Towards the Use of Open Educational Resources for Learning in Kano State, Nigeria

This study focused on the pre-service teachers’ awareness and attitude towards the use of Open Educational Resources for learning in Kano State, Nigeria. The research adopted a descriptive research design. A total of 315 pre-service teachers from two colleges of education out of four colleges in the state were purposively selected and these colleges of education are Federal College of Education, Kano and Sa’adatu Rimi College of Education, Kumbotso. The reliability results were 0.77 for Awareness and 0.79 for Attitude, Mean and simple percentages were used to analyse the research questions, while the hypotheses were tested using a t-test at 0.05 significant level. The findings revealed among others those pre-service teachers had a good awareness of the existence of OER and their attitude towards the use of OER for learning was positive. Also, there was no significant difference between the male and female pre-service teachers in their awareness and attitude towards the use of OER for learning in the sampled colleges of education-based gender. The study concluded among others that the awareness and positive attitude of pre-service teachers could affect the use of OER. The study recommended among others that federal, and State governments and colleges’ management should encourage pre-service teachers to adopt OER more in their learning and other academic activities.

Using open educational resources in studio-based flipped classrooms: action research in video production learning

This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.

Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory

Evidence that open educational resources (OER) can decrease college students’ educational cost without harm to their course performance on different subjects has been well documented, but student motivation to use OER for learning is underexplored. This study investigated college students’ achievement goals of using OER from the perspective of expectancy–value theory. We recorded the survey responses of 246 college students in an education course at a public university in the southeast of the United States of America for analysis. We established a structural equation model to investigate the relationship between their task value beliefs in using OER and their course achievement goals. The findings show that the students’ perceived usefulness of OER positively predicted their mastery-approach goals but negatively predicted their performance-approach goals. In addition, their self-estimated cost of learning with OER predicted their mastery-avoidance goals. We discuss practical implications for facilitating college students’ motivation toward using OER.

Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin

The use of Open Educational Resources (OER) in this present dispensation is considered to be very essential. It is indicated that students use a limited range of technologies for learning, with established technologies such as VLEs, Google and Wikipedia being the most frequently used, based on the previous findings it is observed that utilization of OER is not common among primary education undergraduates. Therefore, this study investigated the awareness and perception on the utilization of OER for learning among primary education undergraduates in University of Ilorin.The study adopted the descriptive research of survey type. This study was limited to the primary education undergraduate students in Adult and Primary Education Department, University of Ilorin. 150 undergraduate were randomly selected from the department. Structured questionnaires was used to elicit response from the respondents. The finding of this study shows that undergraduate students are aware of OERs learning tools. Primary education undergraduate students’ perception towards OERs tool for learning is positive, there are factors inhibiting effective use of OER for learning among students, undergraduate students used OERs site for learning, and there was no significant difference between male and female undergraduates’ perception of OER tools for learning.Based on the findings of this research, the following recommendation were made. Lecturers should endeavor to put their scholarstic publications in the public domain of their institutions, as this will help student layhands on more quality materials and the government should provide fund to ensure the stability of OER movement.

Undergraduates’ Attitude towards the Utilization of Open Educational Resources for Learning

This study investigated Undergraduates’ Attitude towards the utilization of OER among Undergraduates and the influence of gender and area of specialization on their attitude towards the use. The study adopted a descriptive method of the quantitative research. 3 research questions were developed and answered. 398 respondents were randomly sampled from 3 purposively selected area of specializations. Frequency counts, percentage, rank order and mean were used to answer research questions 1 to 3. The findings of the study were: Undergraduates have a positive attitude towards utilization of OER for learning; There was difference between male and female undergraduates’ attitude towards the utilization of OER for learning in favor of male undergraduates; and There were no significance differences among undergraduates based on Area of Specialization. The study concluded that students have a positive attitude towards use of OER for learning. The research recommends that institutions should endeavor to create their own OERs where students can access anytime and anywhere.

Validation of a Rubric to Evaluate Open Educational Resources for Learning.

Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

The Motivation Impact of Open Educational Resources Utilization on Physics Learning Using Quipper School App

The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage in Indonesia is very high, including the use of mobile technology. This is an opportunity for the application of OER (Open Educational Resources) in learning. This study aims to look at the impact of the application of the concept of blended learning OER to motivate students, especially in learning physics. The LMS used is Quipper School. This research is the quasy experiment using post test only for control group design. ARCS (Attention, Relevance, Confidence, and Satisfaction) models used in this study to observe the attention factor, relevance, confidence, and satisfaction. The analysis technique used is the analysis of variance (ANOVA). From this research, it is known that the application of the concept of OER in learning, will increase the motivation on the aspects of attention, relevance, and the confidence of the students. Meanwhile, the aspect of satisfaction on learning tends to be the same between applying the concept of OER when compared to the conventional learning face-to-face in the classroom. These findings indicate a positive impact of the application of the concept of OER in learning to student motivation