THE USE OF OPEN EDUCATIONAL RESOURCES IN ONLINE LEARNING: A Study of Students’ Perception

Abstract

Universitas Terbuka (UT) is Indonesia's higher education institution which implements distance education system. The term distance implies that learning is not performed faceto-face but there is geographically separation between students and teacher. Therefore, UT must provide many kinds of learning modes and learning support. To facilitate students in their learning process, UT provides an e-learning system named online tutorial. This tutorial is provided for all courses which are designed in 8 sessions of virtual class. Students can learn, discuss, and ask to the teacher via this mode of learning. As the development of methods in e-learning, the use of open educational resources (OER) has increasing these days. Learning materials can be taken easily and freely from internet. UT also utilize OER in it's learning process, especially in e-learning. The aim of this study was to collect data from students about their acceptance of integrating OER into e-learning. The use of OER is perceived by students as something interesting because it's new for them and can help them to have a better understanding about a topic. The results also showed that video has found as the most interesting OER for students. Other results, limitation and suggestion from students about integrating OER into e-learning also will be discussed in this paper.

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

“…The most important thing is how to integrate technology as a tool to support the learning process so that students can achieve their competencies better. The role of the teacher in this integration process becomes very important for the success of learning process (Algers & Silva-Fletcher, 2015, Atenas et al, 2015Harsasi, 2015;.…”

“…Now, there are numerous learning sources to obtain to support the learning process in achieving specific competencies Krajcso, 2016;Piedra et al, 2015). Educators need to consider the necessity and the comfort of using this technology in managing the learning process in the new perspective using those learning sources (Harsasi, 2015;Obradović et al, 2016).…”

Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers

“…However, in reality, few of these programmes have provided specific evidence of impact, beyond learning skills, especially for marginalized students who may have distinct technological skills and habits due to their backgrounds and difficult working conditions. Prior investigations into OER in Indonesia offer technological proposals (Selviandro, Suryani, & Hasibuan, 2014) or evaluation of student perceptions (Harsasi, 2015), yet fail to suggest any improvement in their lives and livelihoods. (Cuban, 2014).…”

The Impact of Open Development Initiatives in Lower‐ and Middle Income Countries: A Review of the Literature

“…From student perspectives, unsurprisingly, studies reported findings related to learning processes. For example, that students use OERs when they are enriching, of good quality, and have the freedom or choice to use OERs in a self-directed manner (Harsasi, 2015;Hatakka and Lagsten, 2012). Hatakka and Lagsten's (2012) reflection points out that OERs will positively impact on students from marginalized backgrounds if they transform relationships between teachers and students, which means that the pedagogical strategy is a primary mechanism that Scopus ICTD predicts the kind of transformation that an OER can contribute to.…”