Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources

Abstract

With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.

The 2019–2020 novel coronavirus (severe acute respiratory syndrome coronavirus 2) pandemic: A joint american college of academic international medicine-world academic council of emergency medicine multidisciplinary COVID-19 working group consensus paper

“…[ 279 280 ] Flexible electronic learning (e-learning) is being utilized more frequently for students to ensure uninterrupted curriculum completion during the remainder of the school year, without the risk of transmitting the disease. [ 281 282 ] At the tertiary and postgraduate levels, some face-to-face courses and examinations are being transitioned to video conferencing. [ 282 283 ]…”

A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

“…This can also help in achieving accessible and lifelong learning. Huang et al [14] have recently conducted a comprehensive review of OEP definitions and presented an OEP framework, which is composed of five components, namely OER, open teaching, open collaboration, open assessment, and enabling technology. OER are educational resources that are shared under an open license and can be used within a given OEP-based course.…”

“…In this context, to provide an engaging learning experience during the COVID-19 pandemic, the teacher applied OEP to teach a "family education" course. Specifically, the five OEP dimensions (see Figure 1) highlighted by Huang et al [14] were covered. In this context, learning materials prepared by both teachers and learners were developed as OER under the CC-BY license (dimension 1).…”

Hubungan kemampuan berpikir kritis mahasiswa dengan penggunaan media sosial terhadap capaian pembelajaran pada masa pandemi Covid-19

“…Berdasarkan hasil pengujian statistik tersebut menunjukan bahwa berpikir kritis memiliki hubungan positif terhadap capaian pembelajaran, dimana semakin tinggi kemampuan berpikir kritis mahasiswa maka semakin tinggi pula capaian pembelajaran (Astini, 2020). Karena kemampuan berpikir kritis merupakan proses yang terarah dan jelas yang digunakan dalam kegiatan pembelajaran seperti pemecahan masalah dalam pembelajaran, pengambilan keputusan, kemampuan menganalisis, dan melakukan penelitian ilmiah (Huang, et al, 2020;Lloyd & Bahr, 2010). Dengan berpikir kritis, mahasiswa juga dapat meningkatkan kemampuannya dalam mengambil keputusan dimana mahasiswa harus menentukan materi yang relevan dan perlu dikaji lebih dalam atau tidak.…”