Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation

Abstract

This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.

Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada

“…In the present study, neither students nor faculty expressed any comments or concerns about privacy or open licensing when engaging in OP where work is being shared beyond the classroom. This finding differs from previous research (Axe et al, 2020;Borthwick & Gallagher-Brett, 2014;Paskevicius & Hodgkinson-Williams, 2018;Werth & Williams, 2021). Importantly, recent work on the intersection of social justice, equity, and open pedagogy has revealed that marginalized students may face greater risk in publicly sharing work (Bali, 2019;Bali et al, 2020;Brown & Croft, 2020), and some faculty recognize this risk (Bonica et al, 2018;Paskevicius & Irvine, 2019).…”

“…3(2) 1-29 While some studies have been done in a K-12 context (such as Kimmons, 2016), most other studies have been from a post-secondary context. In addition, most studies have taken place in the USA (Al Abri & Dabbagh, 2019;Baran & AlZoubi, 2020;Bonica et al, 2018;Dermody, 2019;Farzan & Kraut, 2013;Gordon, 2017;Gumb & Miceli, 2020;Hilton et al, 2019;Hilton et al, 2020;Hollister, 2020;Kimmons, 2016;Kruger & Hollister, 2020;Marsh, 2018;Werth & Williams, 2021), with a few in Europe (Borthwick & Gallagher-Brett, 2014;Brunton & Gaffney, 2020;Cronin, 2017;Fraile et al, 2017) or South Africa (Hodgkinson-Williams & Paskevicius, 2012;Paskevicius & Hodgkinson-Williams, 2018). Few studies were found to have taken place in Canada (only Axe et al, 2020;Flinn, 2020;and Paskevicius & Irvine, 2019), which is problematic because educational contexts differ around the world, making it more challenging to apply findings from elsewhere.…”

“…Despite trends in students' positivity towards OP, research also has shown some may feel uncomfortable with the process of engaging in OP (Axe et al, 2020;Hilton et al, 2019;Hollister, 2020) and may not feel confident in the quality of their work (Al Abri & Dabbagh, 2019;Brunton & Gaffney, 2020). Many students have experienced challenges in understanding privacy, copyright, and licensing (Axe et al, 2020;Borthwick & Gallagher-Brett, 2014;Paskevicius & Hodgkinson-Williams, 2018;Werth & Williams, 2021); had difficulties using the required technology for OP projects and activities (Hilton et al, 2019;Hollister, 2020); or had problems with managing time (Axe et al, 2020;Hollister, 2020) or working with others while engaging in OP (Baran & AlZoubi, 2020;Hollister, 2020). Some students reported experiencing problems finding, evaluating, and using credible sources in their OP work (Baran & AlZoubi, 2020).…”

Examining the Online Teaching Experiences of Pre-Service Teachers

“…DOI: 10.21666/muefd.1110034 Gelecek için eğitim sistemini hızlı bir dönüşüme zorlayan ve öğretmenin rolünü büyük ölçüde değiştiren pek çok faktör vardır. Dördüncü Sanayi Devrimi (Schmidt, 2017), yenilikçi pedagojiler (Maldonado-Mahauad vd., 2018;Suárez vd., 2018), internet kullanımının artması nedeniyle bilgi patlaması (Reyna vd., 2018), yaşam boyu öğrenme (Hinzen & Schmitt, 2016), yapay zeka (Schmidt, 2017) ve açık eğitim kaynaklarına geçiş (Paskevicius & Hodgkinson-Williams, 2018) bu faktörlerden sadece bazılarıdır. Bu faktörler ülkemizde çoğunlukla yükseköğretimde çevrimiçi derslerde hızlı bir dönüşüme neden olmuştur.…”

Can the use patterns of social networks in university students predict the utility perceived in digital educational resources?

“…Many studies focus on the analysis of social networks at university; examples of this are the works of Monge-Benito andOlabarri-Fernández (2011), Sánchez-Rodríguez et al (2015) or recently Al-Rahmi et al (2020) and Gómez-García et al (2020). Similarly, several studies focus their attention on the exploration of the digital training resources commonly used in the university; examples of this are the works of Quirós-Meneses (2009), Cacheiro (2011) and more recently Paskevicius and Hodgkinson-Williams (2018) or Matosas-López (2019).…”