Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2022-06-01 DOI:10.1016/j.iheduc.2022.100857

Marjon Baas , Roeland van der Rijst , Tjark Huizinga , Ellen van den Berg , Wilfried Admiraal

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引用次数: 10

Abstract

The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts.

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你会使用它们吗?高等教育开放教育资源教师评价的定性研究

在过去的二十年里，开放教育资源(OER)的质量一直是人们感兴趣的话题，因为它与这些资源的采用交织在一起。在以往的研究中，OER的质量是基于定量或使用数据来定义的，但很少有定性的见解。在这项研究中，我们分析了教师如何协作评估“大”OER，以及通过关于这些资源质量的协作对话，教师对OER的看法是否发生了变化。五个核心主题引出:(1)内容，(2)设计，(3)可用性，(4)粘性，(5)可读性。我们发现教师观念的变化与他们对OER的认识、态度和实际问题有关。旨在提高开放式教育资源使用的高等教育机构应在课程改革过程中鼓励教师团队就开放式教育资源进行讨论，并为教师的教学需求及其具体教学环境的资源调整提供支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.