First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning

Afolabi, Folashade

doi:10.19173/irrodl.v18i7.3167

Cited by 11 publications

(6 citation statements)

References 10 publications

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“…Regardless of the barrier, distance education creates opportunities for many persons who could not or may not have access to enrol in conventional, regular higher education programmes (Panda & Santosh, 2017;Stoessel, Ihme, Barbarino, Fisseler, & Stürmer, 2015). Distance education programmes and institutions are increasing because of ease of accessibility (Afolabi, 2017;Özcan & Yildirim, 2018). According to Stewart (1993) and Krishnan (2012), the provision of support services is an important remedy to the limitations of distance education, making it akin to conventional education.…”

Section: Introductionmentioning

confidence: 99%

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Andoh

Appiah

Agyei

2020

IRRODL

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The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

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Section: Introductionmentioning

confidence: 99%

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Andoh

Appiah

Agyei

2020

IRRODL

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“…This study was attended by first-year undergraduate accounting students from a local public university in Perak who had their first experience of ODL in semester 20202 when it was implemented. A set questionnaire was adapted from a previous study by Afolabi (2017) and was rephrase to suit the ODL sessions. It is used as a method of data collection that was sent through an e-survey using Google Form.…”

Section: Methodsmentioning

confidence: 99%

Realising New Open Educational Resources Achievement during Open and Distance Learning of First Year Local Accounting Undergraduates

Isa¹,

Omar²,

Shamsuddin³

et al. 2022

IJARBSS

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Since the pandemic crisis of COVID -19 arose around the world, the education system has changed significantly; from the traditional face-to-face (F2F) classes to Open and Distance Learning (ODL) mode. This is when Open Educational Resources (OER) gained its popularity. Consequently, the privilege of educational institutions in providing knowledge to students has changed and that knowledge is no longer under the exclusive control of educators. The role of teachers in the context of conducting the learning process in the classroom is getting replaced with ICT supported learning tools. This study investigated the experiences of the first year local Accounting undergraduates from a local public university in using OER during their ODL session. The data were collected by using an electronic survey asking about advantages, compatibility, trial-ability, visibility and also difficulties of using OER during ODL. The result shows that the majority of respondents opted from Agree to Strongly Agree to all the questions. These responses demonstrated the successful movement from traditional resources (printed textbooks and hardcopy notes) and early stage of OER implementation (MOOCS) to a further step ahead in the usage of OER during ODL classes (video-conferencing, live streaming and recorded audio and video being uploaded in YouTube).

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“…Similarly, students' affective engagement is also promoted through use of open educational resources. For example, Afolabi [ 37 ] used a pre-post-test design to show how such resources are seen as an advantage by students, who strongly agreed with statements such as ‘[the resources] make learning more meaningful’ and they are ‘a positive innovation’ [ 37 , p. 117]. Werth & Williams [ 71 ] also qualitatively investigated the effect of pedagogy informed by open educational resources on students' motivation and engagement with students’ learning ( n = 12 students).…”

Section: Open and Reproducible Scholarship And Student Engagementmentioning

confidence: 99%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

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In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

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First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning

Cited by 11 publications

References 10 publications

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Realising New Open Educational Resources Achievement during Open and Distance Learning of First Year Local Accounting Undergraduates

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

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