Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Chen, Howard Hao-Jan

doi:10.1007/s42321-020-00067-x

Cited by 11 publications

(13 citation statements)

References 13 publications

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“…The findings suggest that students’ perceived usefulness of OER would be relevant to their learning mode. These findings supplement relevant literature with other focuses such as advocacy of OER use in response to the pandemic ( Huang et al, 2020 ; Lee and Lee, 2021 ) and development of related resources ( Chen, 2020 ).…”

Section: Discussionsupporting

confidence: 73%

“…The differences would be related to changes in their learning needs and experience in OER for learning during the pandemic period. It has been raised in relevant studies that learners’ perceived difficulties in relation to OER use during the COVID-19 pandemic are related to the familiarity ( Chen, 2020 ) and competence of working with the resources ( Huang et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…The outbreak of the COVID-19 pandemic has brought tremendous changes in teaching and learning. A number of studies have been conducted in analyzing how the pandemic influences teaching and learning in various educational contexts in terms broadly of teaching and learning materials and approaches ( Chen, 2020 ; Kanoksilapatham, 2021 ; Williams and Werth, 2021 ). With respect to studies into the impacts of COVID-19 on educational delivery, March et al (2021) noted distinct changes in both the completion rates and the delivery modes of courses during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

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Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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“…Что касается практики электронного обучения, то исследователи видят хорошие перспективы в расширении сотрудничества преподавателей и студентов в рамках онлайн-курсов для более глубокого вовлечения обучающихся в учебный процесс (Tualaulelei et al, 2021), а также во внедрении студенто-ориентированного социального обучения через сотрудничество для поддержки когнитивного взаимодействия (Prestridge & Cox, 2021). К эффективным методам организации дистанционного обучения относят: применение самостоятельно записанных студентами аудиофайлов с сообщениями на разные темы для дальнейшего обсуждения их со сверстниками (Bolliger & Armier, 2016); использование групповых заданий на основе кейсов для повышения качества виртуального взаимодействия ; проведение аттестации в дистанционном формате для формирования позитивного восприятия студентами результатов своего обучения ; активное использование материалов из открытых образовательных ресурсов и различных технологий компьютерного обучения иностранному языку (CALL) (Chen, 2020).…”

Section: обзор литературыunclassified

Distance Teaching of Professional Intergroup Communication to Non-Linguistic Students

Abramova¹,

Shishmolina²

2022

E&SD

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The relevance of this research is due to significant changes in the labor market caused by the transformation of the modern world, when the demand for professionals who can study in a digital environment, as well as carry out cross-cultural communication and interaction with remote business partners, has sharply increased. This article identifies the main difficulties arising in the process of teaching intergroup dialogue and professionally-oriented interaction to non-linguistic students and also proposes new organizational and methodological approaches aimed at overcoming these difficulties. The aim of the research is to test the experimental methods of distance teaching of dialogic speech as a means of adaptation of non-linguistic students to intergroup communication in the digital environment. Such research methods as the experiment, observation, and the method of open and closed-ended questionnaires were used. The statistical significance of the obtained data was tested with the help of the student’s paired t-test and the Fisher test. The article describes the experimental distance teaching of communication in a virtual environment simulating professional intercultural interaction. The organizational and methodological approaches elaborated by the authors give an opportunity to form an educational foreign language environment, which trains non-linguistic students in intergroup communication with remote partners. The pedagogical tools tested in practice contribute to the effectiveness of teaching students with a low level of foreign language proficiency. The materials presented in the article allow us to create new technologies of foreign language distance teaching and will be in demand by specialists in the field of higher education pedagogies.

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“…• arouse students' interest in learning and actively engage them (Blomgren, 2018;Chen, 2020;Koutsileou & Mitrou, 2017;Lo et al, 2022;Stavrianakou, 2022;Tang & Bao, 2020) • by managing OER in a legal operational framework -such as Creative Commons -the copyright of authors is secured and commercial exploitation of resources is limited (Huang et al, 2020;Ioakeimidou, 2018) • minimize or eliminate the exorbitant financial costs of some books and educational materials that are borne by students, thus saving financial resources (Allman et al, 2023;Bello & Mohammed, 2023;Butcher & Hoosen, 2014;Hilton et al, 2013;Lo et al, 2022;Papadimitriou & Lionarakis, 2013;Rodrigues & de Oliveira, 2023;Wiley & Hilton, 2018;Zaidi et al, 2022) • teachers save time since they use ready-made teaching materials, thus reducing preparation time and focusing on teaching and learning (Bossu et al, 2012;Rodrigues & de Oliveira, 2023;Tano,2019;Zaidi et al,2022) • open access will allow the use of the material offered in a variety of ways, encouraging its wider use, while at the same time contributing to the creation of similar material so that other stakeholders can access it (Allman et al, 2023;Butcher & Hoosen, 2014;Ioakeimidou, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

Evangelou

2023

IJLD

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This paper attempts to explore the views of postgraduate students of the Hellenic Open University on the use of Open Educational Resources (OER) as teaching tools in teaching and learning for primary school students and more specifically the potential and limitations of OER. In this context, the research sample consisted of twenty-six (26) postgraduate students of the Hellenic Open University, who simultaneously worked as teachers in various Primary Schools in Greece. The sampling method followed was “convenience sampling”. The research tool for data collection was the use of an appropriately designed anonymous questionnaire in the form of a written questionnaire. It contained two open-ended questions which were considered - for the purposes of the research - as a questionnaire in the form of an open-ended structured interview. From the analysis and processing of the research data, the main conclusions are: i) the main potentials of OER as teaching tools recorded by the research subjects are open and easy access to information and virtual environments, reuse and continuous adaptation, modernization and innovation, variety and different forms of OER, saving financial resources, saving time for the teacher, etc. ii) the main constraints are the difficulty of quality control of OER, copyright restrictions, the lack of pedagogical and teaching criteria, the lack of logistical infrastructure, the need for internet access, the amount of time the teacher has to spend to identify them, the lack of knowledge and training on OER, the difficulty of finding OER relevant to the subjects, the lack of accessibility tools for students with special educational needs.

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Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Cited by 11 publications

References 13 publications

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Distance Teaching of Professional Intergroup Communication to Non-Linguistic Students

The Use of Open Educational Resources as Teaching Tools in Primary Education: Activities by Postgraduate Students of the Hellenic Open University

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