Quality Evaluation of Open Educational Resources

Elias, Mirette; Oelen, Allard; Tavakoli, Mohammadreza; Kismihók, Gábor; Auer, Sören

doi:10.1007/978-3-030-57717-9_36

Cited by 8 publications

(7 citation statements)

References 5 publications

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“…1 The checklist encompassed a set of OER standard criteria that was grouped into three main attributes of Quality, Content and Infrastructure as proposed by (Elias et al, 2020) quality aspects related with OER content and representation by quality evaluation metrics for OERs will help learners and teachers to find high-quality OERs and guide. In a nutshell, OER standard criteria that was grouped into three attributes of Quality, Content and Infrastructure are necessary to facilitate innovative in educational settings.…”

Section: Methodsmentioning

confidence: 99%

The Prevalence of Open Educational Resources Initiatives in Malaysian Higher Education Institutions: A Web Analysis

Nurul¹,

Noorhidawati²,

Yanti³

2022

Proceedings of the 5th International Conference on the Future of Education

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Open Educational Resources (OER) enables free accessible knowledge to everyone. Higher education institutions in Malaysia have embarked on the OER movement to harness the full potential of open access to educational content in supporting online and distance learning, especially during the current pandemic COVID-19 outbreak. The emergence of OER have successfully made a significant amount of new and existing teaching and learning resources during the current pandemic. For educators and academicians, another significant advantage to OER is the ability to pick and choose of each resource they want to use. However, OER development in Malaysia is still in its infancy which leads for more studies on discoverability, accessibility, and retrieval. This study was conducted to investigate the current landscape of OER initiatives in Malaysian higher education institutions. The study employed a web analysis of 36 top Malaysian universities within the QS Asia University Ranking in 2022. The web analysis (February-July) encompassed a set of checklists on OER standard criteria as: platform hosting, accessibility search interface, a resource guide, alignment subject resources/course, OER repository, copyrights, and licensing, and OER metadata. The findings indicated merely 75% of the universities have initiated OER through their web presence. Only 37% of the universities fulfilled at least 4 criteria from the checklist indicating a need for higher learning to be more proactive in supporting OER development. This may include partnerships with other stakeholders such as libraries, faculties, and ICT centers to fully participate in the OER development following directions toward Sustainable Development Goals (SDGs), on achieving quality education.

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Section: Methodsmentioning

confidence: 99%

The Prevalence of Open Educational Resources Initiatives in Malaysian Higher Education Institutions: A Web Analysis

Nurul¹,

Noorhidawati²,

Yanti³

2022

Proceedings of the 5th International Conference on the Future of Education

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“…Regarding pedagogical criteria, the quality and accuracy of information are of pivotal importance. While criteria such as academic peer review are less prevalent in the literature on OER assessment, they are, at least, implied by an opportunity to collaborate (Elias et al, 2020), which also has additional pedagogical benefits. Moreover, the possibility of identifying and interacting with the content's authors as well as a system for users to rate materials is relevant for ascertaining the quality of the information.…”

Section: Why Open Educational Resources Are Important and How Society...mentioning

confidence: 99%

Are There Enough Open Educational Resources Dealing With Social Science Research Methods? Insights From the D-A-CH Region

Prandner

Forstner

2022

Front. Educ.

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The D-A-CH (Germany, Austria, and Switzerland) region has traditionally been skeptical toward open educational resources (OER) materials. Despite being strong partners for the open science community, the three German-speaking countries in Europe did not embrace wide-reaching OER policies in the past and offered only a limited number of incentives for supranational or nationwide genuine German-language OER. These missing national initiatives can also be seen in the field of social science research-related materials. As the domain gained much public interest during the COVID-19 pandemic, where attitudes, values, and societal changes—traditionally the domain of social scientific inquiry—were spotlighted in the media and public discourse, it fell to individual universities, organizations, and people to provide free online education materials—be they true OER or at least quasi-OER—that could help people within and outside of academia to understand and gain insights into the statistics and data presented and distributed via various channels. However, mapping the OER materials in this field during the summer of 2021—1 year after the pandemic had begun and the accompanying stream of data had started—revealed that the educational resources covering social science research methods that are offered in the German language are sparse, and those that are available are mostly quasi-OER, not fulfilling all the typical OER criteria. Thus, they have limited application scenarios. If the region wants to truly embrace an open science policy, it needs to strengthen OER in future.

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“…OER metadata is important not only to aid learners in finding relevant content among large amount of OERs, but also to indicate OER quality [4]. Most of the literature about OER metadata quality focused on metadata records and their data values [15].…”

Section: Related Workmentioning

confidence: 99%

“…Currently, the quality of OER metadata has been determined in terms of the following dimensions: completeness, accuracy, provenance, conformance to expectations, logical consistency and coherence, timeliness, and accessibility [2]. Ochoa and Duval [10] have converted those dimensions into a set of calculated metrics, which have been reused by most of the researchers addressing quality of OER metadata [4]. They also partially evaluated their metrics (i.e., completeness, accuracy) on a list of 425 OERs from the ARIADNE Learning Object Repository [11].…”

Section: Defining Dimensions and Metrics For Metadatamentioning

confidence: 99%

“…Open Educational Resources (OERs) play a key role in informal education these days. There are many OER repositories (e.g., MIT 1 , edX 2 , Khan Academy 3 ) hosting and launching millions of OERs under Creative Common license 4 on a daily basis. However, the lack of high-quality services, such as OER search and recommendation systems, limit the use of OERs [3,20,22].…”

Section: Introductionmentioning

confidence: 99%

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Metadata Analysis of Open Educational Resources

Tavakoli¹,

Elias²,

Kismihók³

et al. 2021

LAK21: 11th International Learning Analytics and Knowledge Conference

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Open Educational Resources (OERs) are openly licensed educational materials that are widely used for learning. Nowadays, many online learning repositories provide millions of OERs. Therefore, it is exceedingly difficult for learners to find the most appropriate OER among these resources. Subsequently, the precise OER metadata is critical for providing high-quality services such as search and recommendation. Moreover, metadata facilitates the process of automatic OER quality control as the continuously increasing number of OERs makes manual quality control extremely difficult. This work uses the metadata of 8,887 OERs to perform an exploratory data analysis on OER metadata. Accordingly, this work proposes metadata-based scoring and prediction models to anticipate the quality of OERs. Based on the results, our analysis demonstrated that OER metadata and OER content qualities are closely related, as we could detect high-quality OERs with an accuracy of 94.6%. Our model was also evaluated on 884 educational videos from Youtube to show its applicability on other educational repositories.

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Quality Evaluation of Open Educational Resources

Cited by 8 publications

References 5 publications

The Prevalence of Open Educational Resources Initiatives in Malaysian Higher Education Institutions: A Web Analysis

The Prevalence of Open Educational Resources Initiatives in Malaysian Higher Education Institutions: A Web Analysis

Are There Enough Open Educational Resources Dealing With Social Science Research Methods? Insights From the D-A-CH Region

Metadata Analysis of Open Educational Resources

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