Acceptance and Barriers of Open Educational Resources in the Context to Indian Higher Education

Datt, Gopal; Singh, Gagan

doi:10.21432/cjlt28028

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…et al, (2022) From Table 2 above, it can be seen that students and teachers have positive feedbacks towards the use of EFL online teaching and learning during COVID-19. Datt & Singh (2021) study reported that students have a positive attitude towards ICTs and Open Educational Resources (OERs) for learning pronunciation using Voki. Voki is an online tool like the 'text-to-speech' option for developing students pronunciation performance.…”

Section: Resultsmentioning

confidence: 99%

“…Consequently, despite the potential benefits of OERs like Voki, some students still favor receiving education via traditional instructional approaches. Thus, Datt & Singh (2021) suggested that in the future, universities and teachers must have three aspects to be considered. They are as follows: a) having broad and high-quality access to online resources, b) regularly using online resources, and c) teaching not only students but also teachers to use ICTs.…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Research on Efl Online Learning: Effectiveness, Challenges, Learning Tools, and Suggestions

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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Due to COVID-19 pandemic, educational departments such schools, colleges, and universities have been experiencing significant disruptions. All teaching and learning activities of face-to-face learning have switched to online learning. This study provides a systemic review of the literature with the aim to investigate the effectiveness, challenges, learning tools, and suggestions in EFL online learning based on an analysis of 40 published article journal from 2019 to 2022. This study has not yet been reviewed in the literature as part of a systematic review of studies. This study is based on Kitchenman's (2009) systemic literature review (SLR) approach, which allows it to gather data from a variety of sources. The dataset has been collected from SCOPUS databases. These data were analysed using Creswell's (2012) content analysis. The research findings revealed that all e-learning tools (e.g., Voki, LMS 'TES Blended Space', Pigai, Zoom meeting etc) used by universities teachers were very effective and beneficials for learners. However, some challenges were also identified during learning activities such as students lack of learning climate, poor internet connections, financial problems, technical problems, students' demotivation etc. Thus, the research findings suggested three aspects should be considered, namely a) having extensive and high-quality online resource access, b) using online resources on a regular basis, and (c) not only students but also teachers are being trained to use ICTs-in. In addition, teachers need to keep working on reinforcing the connection between digital technology and education meanwhile students need to made aware that it is acceptable to use digital media even it the most formal of educational settings. To summarize, this study suggests that once the Covid-19 pandemic is ended, the use of technology integration on online learning in EFL classrooms can be extended for equitable quality education for students.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Research on Efl Online Learning: Effectiveness, Challenges, Learning Tools, and Suggestions

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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“…As a result, this can encourage greater adoption and acceptance of OER in this country. Institutions must develop procedures and guidelines to ensure greater use and reuse of open content (Datt & Singh, 2021). Additionally, specifically related to OSeL Bin, this application should be further extended to other types of resources, for example, meeting documents and report writing, so that it can be fully equipped for the course.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Barriers in Open Education Resources: A Review of OSEL Bin Application Using Technology Acceptance Model (TAM)

Ibrahim¹,

Noh²,

Musa³

et al. 2023

IJARPED

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Open education resources (OER) have emerged as an innovative platform that is expected to aid teaching and learning process, particularly in online or distance learning. Despite the promises, OER adoption in educational institutions has been less than encouraging. In fact, there are numerous barriers to it, many of which come from within the OER user community itself. As a result of these barriers, students have been discouraged from using the OER platform. Therefore, the study was undertaken to examine the barriers in OER application by the students. The study also intended to assess the practicality of OSeL Bin which is an application developed to assist the OER. The study involved Universiti Teknologi MARA students who were particularly enrolled in a business communication course. It was to empirically determine how well this application supported their teaching and learning, especially in completing assignments, both with and without OSeL Bin. The results showed several OER hurdles such as capabilities, exposure, and support systems within the educational institutions themselves that restricted and discouraged the students from utilising OER in their teaching and learning. Positive feedbacks regarding OSeL Bin's effectiveness were obtained, particularly in completing the students' assignments on time. These were reported via the use of TAM Model by looking at the application's ease of use that contributed to the initial intention of using and finally implementing the OSeL Bin into the students' teaching and learning processes.

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“…To be effective, OER is integrated with one of the learning models that match the characteristics of being online and accessible via the internet. Several studies explain the benefits of OER on student understanding and learning outcomes (Datt & Singh, 2022;Huang et al, 2022;Engler & Shedlosky-Shoemaker, 2019;Georgiadou & Kolaxizis, 2019;Hettige et al, 2022;Huang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis Of Vocational Students' Critical Thinking Skills Using The OER-Assisted Blended Learning

Basori

Sajidan

Akhyar

et al. 2023

jiecr

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One of the competencies in 21st-century learning is critical thinking (CT). Many lessons carried out by teachers do not touch this ability because of the lack of learning innovation and the use of IT-based learning resources. This study aimed to determine and analyze the effect of using the OER (Open Educational Resources)-assisted Blended learning model on vocational students' critical thinking skills. The type of research used mixed methods with embedded design. The samples were 54 students of the Multimedia program at VHS (Vocational High School) in Surakarta, Indonesia, and the instrument used a test based on critical thinking skills, according to Facione. Quantitative data analysis used an independent t-test and the qualitative data used criteria for achieving students' critical thinking skills. The results of the study support the expectation that the BL model assisted by OER has a significant effect on student learning outcomes and that students have excellent critical thinking skills on the indicators of interpretation, analysis, evaluation, explanation, and inference. On the other hand, students are weak in self-regulation.

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Acceptance and Barriers of Open Educational Resources in the Context to Indian Higher Education

Cited by 7 publications

References 7 publications

A Systematic Review of Research on Efl Online Learning: Effectiveness, Challenges, Learning Tools, and Suggestions

A Systematic Review of Research on Efl Online Learning: Effectiveness, Challenges, Learning Tools, and Suggestions

Barriers in Open Education Resources: A Review of OSEL Bin Application Using Technology Acceptance Model (TAM)

Analysis Of Vocational Students' Critical Thinking Skills Using The OER-Assisted Blended Learning

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