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Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources
With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.
Journal Article
Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018
Although textbooks are a traditional component in many higher education contexts, their increasing price have led many students to forgo purchasing them and some faculty to seek substitutes. One such alternative is open educational resources (OER). This present study synthesizes results from sixteen efficacy and twenty perceptions studies involving 121,168 students or faculty that examine either (1) OER and student efficacy in higher education settings or (2) the perceptions of college students and/or instructors who have used OER. Results across these studies suggest students achieve the same or better learning outcomes when using OER while saving significant amounts of money. The results also indicate that the majority of faculty and students who have used OER had a positive experience and would do so again.
Journal Article
The flight of a butterfly or the path of a bullet? : using technology to transform teaching and learning
Larry Cuban returns with fresh energy and insight to one of his perennial topics: the uses and effects of digital technologies in K-12 classrooms. Cuban has an extensive track record as a skeptic about the educational consequences of those technologies. In this book, he returns to this topic by exploring the uses of these technologies in notably ambitious classrooms, all of them in schools in the heart of Silicon Valley. The book looks carefully at 41 classrooms in all, located in twelve schools in six different districts. All have devoted special attention and resources to integrating digital technologies in their education practices. Cuban observed all of these classrooms and interviewed all of the teachers in an effort to answer several straightforward, if also elusive, questions: has technology integration been fully implemented and put into practice in these classrooms? And has this integration and implementation resulted in altered teaching practices? Ultimately, Cuban asks if the use of digital technologies has resulted in transformed teaching and learning in these classrooms. The answers to these questions reflect both Cuban's nuanced understanding not only of digital technologies and their uses, but of the complex interrelations of policy and practice, and of the many, often unintended, consequences of reforms and initiatives in the education world. Similarly, his answers reflect his subtle understanding of change and continuity in education practice, and of the varying ways in which different actors in the education world--policy makers, school leaders, teachers, and others--understand, and sometimes misinterpret, those changes. -- Provided by publisher.
BOOK
Towards utilising emerging technologies to address the challenges of using Open Educational Resources
The rapid advancements in online education have pointed to a new open learning approach using Open Educational Resources (OER). In this approach, educators and learners can freely access or redistribute educational resources that have been released online in the public domain under an open licence. Whereas this approach looks appealing in reducing learning costs, as well as in enhancing learning quality and facilitating knowledge sharing, several challenges might hinder the adoption of OER, such as locating and selecting the most appropriate resources among the thousands that are published and that are available online, and trusting them. This paper elaborates on those challenges and suggests an emerging technologies-based perspective for addressing the efficient inclusion of OER. To this end, this paper discusses how the integration of emerging yet essential technologies, such as Artificial Intelligence (AI) and blockchain, with big learning data and educational data mining algorithms could have a profound impact on enhancing OER-based learning and teaching. The dynamics of incorporating these technologies to solve several OER challenges are demonstrated through numerous examples, and the potential limitations are also discussed. The paper concludes with visions of the future, possible research challenges and directions.
Journal Article
The gamification of learning and instruction : game-based methods and strategies for training and education
\"Learning professionals are finding success applying game-based sensibilities to the development of instruction. This is the first book to show how to design online instruction that leverages the best elements of online games to increase learning, retention, and application. It explains how to match different game strategies to types of learning content for the right learning outcome and discusses how gamification techniques can be used in a variety of settings to improve learning, retention and application of knowledge. Supported by peer-reviewed studies and examples from corporations who have adopted game-based learning successfully, the book illustrates how combining instructional design thinking with game concepts can create engaged and interactive learning experiences across a variety of media, from online to face-to-face\"--Provided by publisher.
Book
Open educational resources and college textbook choices: a review of research on efficacy and perceptions
Textbooks are a vital component in many higher education contexts. Increasing textbook prices, coupled with general rising costs of higher education have led some instructors to experiment with substituting open educational resources (OER) for commercial textbooks as their primary class curriculum. This article synthesizes the results of 16 studies that examine either (1) the influence of OER on student learning outcomes in higher education settings or (2) the perceptions of college students and instructors of OER. Results across multiple studies indicate that students generally achieve the same learning outcomes when OER are utilized and simultaneously save significant amounts of money. Studies across a variety of settings indicate that both students and faculty are generally positive regarding OER.
Journal Article
Accessibility within open educational resources and practices for disabled learners: a systematic literature review
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.
Journal Article