Collaboratively Developing Open Educational Resources for Engineering Educators in SlideWiki

Moundridou, Maria; Zalavra, Eleni; Papanikolaou, Kyparisia A.; Tripiniotis, Angeliki

doi:10.3991/ijep.v9i2.9959

Cited by 10 publications

(9 citation statements)

References 17 publications

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“…The survey results indicated that the students generally perceived collaboration as a positive experience, which is consistent with the literature [40]. The students who participated in the COIL had a higher mean score on the exams (1 and 2).…”

Section: Discussionsupporting

confidence: 85%

A Review of a Collaborative Online International Learning

Appiah-Kubi

Annan

2020

Int. J. Eng. Ped.

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Globalization has exacerbated the need for engineers who are capable of working in a cross-cultural environment. Multinational companies continuously seek for engineers who are intercultural competent and capable of conducting business successfully in a cross-cultural environment. However, the skills required to be successful in a multicultural environment are difficult to be taught in the traditional classroom. One of the most effective approaches to acquiring intercultural competence skills is through experiential learning. It is, therefore, not surprising that most colleges all over the world are devoting resources towards the internationalization of their classrooms and the campus community. This ensures that students are provided with a diverse environment so they can learn from, and about diverse cultures and develop their intercultural competence skills. Another effective approach is the study abroad programs, which require students to travel to different countries. However, these approaches require a lot of resources that may not be available to the poor and needy students. Therefore, a more cost-effective approach, such as Collaborative Online International Learning (COIL) is receiving a lot of attention in recent years. In this study, some engineering technology students participated in an 8-week long COIL program with materials engineering students from different languacultural and geographical region. This study reviews the results and compares the performance of the COIL students with those who were not involved. It was observed that the COIL teams performed significantly better on the project work.

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Section: Discussionsupporting

confidence: 85%

A Review of a Collaborative Online International Learning

Appiah-Kubi

Annan

2020

Int. J. Eng. Ped.

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“…The infrastructure category contains studies that focus on environments, systems, methods, or tools that enable or enhance finding and curating or creating, using, remixing, and sharing OER (Moundridou et al, 2019). Besides, this category includes studies examining library staff's role in helping faculty use OER (Braddlee & Vanscoy, 2019).…”

Section: Figure 6 Distribution Of Studies By Primary Focus Of the Investigation In Percentmentioning

confidence: 99%

Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019

et al. 2021

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For almost 20 years, Open Educational Resources (OER) are an integral part of the debate about the digitisation of education. However, the empirical landscape of OER research is vivid and largely obscure. This article reviews the state of international empirical research on OER to reveal trends and gaps and, in this manner, identify possible desiderata for further research. We use a systematic mapping approach to examine the empirical English-speaking research landscape from 2015 to 2019. The results reveal that research primarily concentrates on the higher education sector while only a few studies are available for the school and other educational sectors. In terms of research methodologies, quantitative approaches are prevalent, with most of them being survey-based. The main research interests of the empirical studies lie in the perception of OER and the barriers to their use in educational practices. Open textbooks as a form of OER and their comparative cost advantages or qualitative comparability with traditional educational material constitute an emerging research field that is almost exclusively located in the U.S. Research gaps exist regarding the usability and user-friendliness of OER repositories. Addressing these gaps could support the numerous initiatives in different countries to establish and equip repositories. Additional gaps for empirical research were identified regarding the effects of the use of OER on pedagogical approaches and established educational practices.

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“…Moundridou et al. 2019 ). Andererseits wurden der Kategorie Infrastructure Studien zugeordnet, die die Rolle von Bibliotheksangestellten bei der Unterstützung von Fakultäten bei der Nutzung von OER untersuchen (vgl.…”

Section: Ergebnisseunclassified

Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)

et al. 2021

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ZusammenfassungOpen Educational Resources (OER) bilden ein wichtiges Element im Diskurs über eine Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate für eine zukünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird dafür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien für den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien prävalent, die vorwiegend umfragebasiert durchgeführt werden. Das primäre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textbücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu könnte die zahlreichen Bundesländerinitiativen zur Etablierung von OER-Landesportalen unterstützen. Weitere Forschungslücken finden sich bei den Effekten der Nutzung von OER auf das pädagogische Handeln und die Veränderungen etablierter Bildungspraktiken.

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Collaboratively Developing Open Educational Resources for Engineering Educators in SlideWiki

Cited by 10 publications

References 17 publications

A Review of a Collaborative Online International Learning

A Review of a Collaborative Online International Learning

Trends and Gaps in Empirical Research on Open Educational Resources (OER): A Systematic Mapping of the Literature from 2015 to 2019

Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)

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