Permission granted: open licensing for educational resources

Bissell, Ahrash N.

doi:10.1080/02680510802627886

Cited by 88 publications

(71 citation statements)

References 1 publication

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“…However, the use of Creative Commons licensing is subject to some debate, especially the "commercial" and "non-commercial" license options (Joyce, 2007;Bissell, 2009). Additionally, licensing can become a point of confusion where content is mixed from different sources.…”

Section: Copyrightmentioning

confidence: 99%

Exploring the Barriers and Enablers to the Use of Open Educational Resources by University Academics in Africa

Percy

Belle

2012

IFIP Advances in Information and Communication Technology

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Abstract. Considerable effort has gone into Open Educational Resource (OER) initiatives in the past decade. These initiatives have created free, high quality educational resources for everyone and anyone to use. However, these open and free resources appear to remain largely unused by university academics on the educationally resource-poor African continent. The objectives of the research study are to explore the inhibitors and enablers are experienced by academics that use OER, and what barriers prevent academics from using OER. The sample consists of academics from East, West and Southern Africa. Information was gathered by means of a survey questionnaire. A modified version of the Unified Theory of Acceptance and Use of Technology model was used to identify the influence of certain factors on a user's intention to adopt OER. Some of the key findings indicate that Performance Expectancy and Effort Expectancy have a positive effect on a user's Behavioural Intention to use OER, and the latter has a strong influence on the Actual Use of OER. Facilitating Conditions do not have a statistically significant impact. Additionally, significant differences were found in the barriers which users and potential users of OER have identified as either limiting their current use of OER, or negatively affecting their intention to use OER. These barriers include discovery, relevance, context and individual resources. Addressing these factors could lead to a more widespread adoption of Open Educational Resources in Africa and, consequently, more pervasive and higher quality educational opportunities.

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Section: Copyrightmentioning

confidence: 99%

Exploring the Barriers and Enablers to the Use of Open Educational Resources by University Academics in Africa

Percy

Belle

2012

IFIP Advances in Information and Communication Technology

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“…There is a gap between the business models employed by textbook publishers and student expectations for access. Fisher from the Andrew W. Mellon Foundation recommended the group adopt the textbooks, videos, journal articles, and other materials that are typically available online and are licensed in such a way so as to allow for reuse and revision to meet the needs of teachers and students (Johnstone, 2006;Bissell, 2009;Hewlett, 2013;D'Antoni, 2009;Downes, 2007).…”

Section: Introductionmentioning

confidence: 99%

Cost-savings achieved in two semesters through the adoption of open educational resources

Hilton

Robinson

Wiley

et al. 2014

IRRODL

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Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive highquality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks.

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“…These materials may be freely reused, remixed, revised, and redistributed (cf. Bissell, 2009) without additional permission or licensing fees. Such freedom makes these resources especially useful for online and distance learning scenarios because online instructors and course developers can freely share, remix, and employ direct-linking to resources rather than operating within the strict limitations of fair use (Belikov & Kimmons, in press).…”

Section: Literature Reviewmentioning

confidence: 99%

Student Voice in Textbook Evaluation: Comparing OpStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooksen and Restricted Textbooks

Woodward

Lloyd

Kimmons

2017

IRRODL

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Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a project management course at a university in the western U.S. and their instructor. Evaluators used their own student-created metric to analyze the comparative quality of eight graduate-level project management textbooks, two of which were open and six copyrightrestricted. The purposes of this study were to assess the comparative quality of low-cost open textbooks and traditional copyright-restricted textbooks and to identify key student-generated criteria wherein all textbooks may be improved to better serve student needs. The analysis revealed that textbooks can be rigorously and meaningfully evaluated by students, that open textbooks can compete with restricted textbooks in terms of quality, and that polyphonic approaches to textbook evaluation can be valuable for learning. We discuss the implications of open textbooks as viable, high-quality classroom options, and the importance of valuing both student voice and instructor perspectives to ensure the highest quality textbook selection for courses in higher education.

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Permission granted: open licensing for educational resources

Cited by 88 publications

References 1 publication

Exploring the Barriers and Enablers to the Use of Open Educational Resources by University Academics in Africa

Exploring the Barriers and Enablers to the Use of Open Educational Resources by University Academics in Africa

Cost-savings achieved in two semesters through the adoption of open educational resources

Student Voice in Textbook Evaluation: Comparing OpStudent Voice in Textbook Evaluation: Comparing Open and Restricted Textbooksen and Restricted Textbooks

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