Open educational resources: expanding equity or reflecting and furthering inequities?

Abstract

In this paper I argue that open educational resources (OER), such as open textbooks, are an appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning. However, without scrutiny, such efforts may reflect or reinforce structural inequities. Thus, OER can be a mixed blessing, expanding inclusion and equity in some areas, but furthering inequities in others.

Potential ethical problems in the creation of open educational resources through virtual spaces in academia

“…who is and who is not represented in OER ? and Who is cited in OER and which forms of knowledge are reproduced in OER ?” ( Veletsianos, 2021 :409). Secondly, the approach, adopted by MERLOT, stipulates that the author must invite volunteer contributions or have a professional review committee to assist during the review of OER ( Downes, 2007 ).…”

“…Peer review is the common quality assurance process in academia that describes the process of testing and validating information ( Hylén, 2021 ). The literature opines that education is shifting from peer-reviewed resources for education and relying on OER, where less or no scrutiny may reinforce structural inequities ( Veletsianos, 2021 ).…”

“…OER are appropriate and worthwhile response to consider as colleges and universities shift to digital modes of teaching and learning for free ( Veletsianos, 2021 ). A comprehensive analysis of the relationship between open access and OER revealed that these initiatives share the same connotation because they address issues of information in the public domain ( Gowran et al., 2021 ; Huang et al., 2020 ).…”

The effects of personal epistemological beliefs on pedagogical use of information and communications technologies: A comparative case of Gauteng and North-West provinces in South Africa

“…This indicates that education processes and practices at school and national levels should be adopted to address barriers to education. Literature shows that various approaches have been taken to interpret and promote inclusive and equitable quality education as a human rights issue (Macedo et al 2020;Veletsianos 2020). Other approaches are evident in the works of Singal, Ware and Bhutan (2017) and Liasidou and Symeou (2018) who focus on the inclusion of students with disabilities whilst Carter and Abawi (2018) proffer leadership inclusion and occupational justice (Hocking 2017).…”

Translating caring competencies to remote working environments: a systematic review protocol

“… 7 The growing use of open educational resources in higher education can address some equity and inclusion issues, but also raise new questions about representation, authorship and perspective. 8 The onset of COVID-19 highlights the urgent need for caring professionals to develop the skills and competencies required to best meet the needs of the public they serve. Without these skills, the negative education, health and social outcomes made more apparent by the pandemic, such as economic inequality, food security and inadequate access to health care 9 or schooling, may be exacerbated.…”