The Organizational Impact of Open Educational Resources

Sclater, Niall

doi:10.1007/978-3-642-03582-1_37

Cited by 15 publications

(19 citation statements)

References 2 publications

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“…Creative Commons licensing which has already addressed various license options that can be attached to OER (Sclater, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…(Butcher, 2011;Freitas, 2012). In practical terms, since 90% of institutions in Tanzania are government funded, sharing and reuse of content amongst institutions will make efficient utilization of taxpayers' money, thus everyone benefits (Hylén, 2006;Sclater, 2009). …”

Section: Introductionmentioning

confidence: 99%

“…Another advantage of OER in higher education is to attract more students, increase institutional reputation, and attract research funding and new partnerships (Butcher, 2011;Hylén, 2006;Sclater, 2009;UNESCO & COL, 2011). This was demonstrated by MIT, which found that students' awareness of their freely available courses influenced 35% of new students to apply to various courses (MIT, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania

Mtebe

Raisamo

2014

IRRODL

104

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Higher education in Tanzania like in many other Sub-Saharan countries suffers from unavailability of quality teaching and learning resources due to lack of tradition, competence, and experience to develop such resources. Nevertheless, there are thousands of open educational resources (OER) freely available in the public domain that can potentially improve the quality of existing resources or help to develop new courses. The uptake and reuse of these resources in higher learning institutions (HLIs) in Tanzania has been very low. The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors' intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. A sample of 104 instructors selected randomly from five HLIs was collected and tested against the research model using regression analysis. The study found effort expectancy had significant positive effect on instructors' intention to use OER while performance expectancy, facilitating conditions, and social influence did not have significant effect. Challenges that were found to hinder instructors to adopt and use OER are discussed. The findings of this study will help those who are involved in OER implementation to find strategies that will maximize OER adoption and usage in higher education in Tanzania.

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“…Creative Commons licensing which has already addressed various license options that can be attached to OER (Sclater, 2009). …”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania

Mtebe

Raisamo

2014

IRRODL

104

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“…Bossu andTynan (2011), andSclater (2010) noted that in most contexts, there is academic concern over the perceived risks of OER adoption. These include reservations about quality, loss of control over intellectual property, threats to reputation (e.g.…”

Section: Obstacles To the Adoption Of Oermentioning

confidence: 99%

Developing a Sustainable Financial Model in Higher Education for Open Educational Resources

Annand

2015

IRRODL

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Financial issues regarding the sustainable production, dissemination, and use of Open Educational Resources (OER) in higher education are reviewed and proposed solutions critiqued.Use of OER produce demonstrable cost savings for students. Yet OER development continues to rely almost completely on government and philanthropic funding. This indicates that a mismatch exists between the financial interests of students and those of higher education institutions.Before OER will be broadly adopted, changes to government policy are required to align institutional objectives with faculty motivations and student needs.

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“…Many institutions are finding their own ways of supporting OER with no external funding. Now more than ever it is crucial to understand why academics do not add their materials despite the rhetoric of altruism (Schaffert, 2010;Sclater, 2010a).…”

Section: Literature Reviewmentioning

confidence: 99%

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Cox

2013

E-Learning and Digital Media

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Higher education and associated institutions are beginning to share teaching materials known as Open Educational Resources (OER) or open courseware across the globe. Their success depends largely on the willingness of academics at these institutions to add their teaching resources. In a survey of the literature on OER there are several articles that discuss reasons why academics should contribute teaching materials. There are fewer articles that refer to academics' concerns or why they choose not to contribute their teaching resources. There have been only a few reported empirical studies thus far, and most of the studies have not been framed within any particular theoretical perspective. Hence there is a need to explore possible theories that might help to conceptualise and explain what enables or constrains the open education movement. This study aims to ascertain whether Engeström's activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. The key concerns that emerged centred around the rules in the institution concerning promotion and what is valued by the institution. At present this institution places value on research and until value is placed on sharing teaching materials as OER, it is unlikely that there will be large-scale voluntary contribution to the UCT OpenContent directory.

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The Organizational Impact of Open Educational Resources

Cited by 15 publications

References 2 publications

Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania

Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania

Developing a Sustainable Financial Model in Higher Education for Open Educational Resources

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

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