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Textbook prices have increased exponentially in recent years, prompting educators to investigate the usefulness of alternative sources for course readings. This is particularly important for community college students who are more likely to be low-income and less likely to complete their educational credentials. Despite this need, there is a dearth of literature investigating community college students' experiences with open educational resources. Therefore, we deployed a primarily openprompt survey to current community college students who were using Treatment Improvement Protocols (TIPs) as alternative textbooks or textbook supplements to gather their perceptions of this specific type of open educational resource. Students primarily viewed TIPs as better than traditional textbooks with the most common themes including relevance, free access, and ease of use. Students' responses additionally revealed knowledge acquisition from the readings and the potential for a long-term connection to the professional resource.

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called "environmental modelling". Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author's own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary's universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from "novice" to "expert", and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities' teaching staff.

Despite widespread efforts to promote Open Educational Resources (OER) in German K-12 education, their adoption remains relatively low. Previous research has identified common enablers and barriers to OER adoption (i.e., OER (re)use, adaptation, and creation) from an international and intercultural perspective while a hierarchy of such predictors has not been established yet. In order to inform future support structures and policies, this study aimed to identify the most important enablers and barriers to OER adoption in German K-12 education. For this purpose, common enablers and barriers as well as survey items covering these were identified through a literature review. 1,639 teachers were surveyed. While the tested models for whether and how often educators reuse or create OER showed significance, their predictive power was limited. Notably, awareness of OER, and the frequency of cooperation and local sharing of educational resources were the strongest and most consistent predictors. Other predictors such as lack of high-quality material, lack of time, attitude towards sharing, and OER-related skills were less consistent or showed little explanatory power. In conclusion, commonly identified enablers and barriers alone cannot fully explain OER adoption patterns in this context. These findings highlight the need for more context-specific approaches to enhance OER integration which in turn could inspire OER promotion in similar contexts.

The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher education, focusing on their development, how they are understood, and the opportunities they offer. OER are defined as learning materials released under open licenses, allowing no-cost access, reuse, adaptation, and redistribution. The article discusses the OER movement, its milestones, and its integration into educational practice. It also presents arguments for OER: they enable free access to education, improve teaching practice, diminish legal issues, and foster open science. In addition, it highlights criticisms, including resistance from traditional publishers and concerns about marketing influence. The article concludes by examining current OER implementation in higher education and its promise of innovation. While OER are increasingly adopted, proprietary resources still dominate. The article emphasizes the need for educators to use open licenses meaningfully and innovatively and presents research on OER acceptance and usage. The monitoring of OER development in higher education is essential, but approaches may vary across countries.

International reports analyzing current and future educational trends with an emphasis on technologies applied to education declare the importance of the design and application of digital educational resources. Guaranteeing its usability allows obtaining an adequate resource with a high pedagogical and technological quality. The objective of this paper is to analyze the empirical researches to determine if exists convergence between educational and computational researches on the assessment of the usability of digital educational resources. To fulfill the objective, the PRISMA protocol was used to carry out two systematic reviews and answer the two scientific questions. The results show that in few cases an adequate integration is achieved between: (1) the criteria for assessing usability as established by Software Engineering; (2) the methods and computational models to assess usability; and (3) the criteria established in pedagogical usability. Due to these shortcomings, a model for evaluating the usability of digital educational resources is proposed as future work. It concludes with the importance of interdisciplinary integration to assess the usability of digital educational resources.

The evolving cyber landscape requires a growing number of qualified professionals to protect and defend digital information systems. There is a significant shortage of skilled candidates to meet this demand, posing risks to U.S. national security and global safety. Open Educational Resources (OER) reduce learning barriers by lowering costs, increasing access, and allowing educational materials to be adapted to specific needs. This study examines U.S. cyber faculty perceptions of OER in higher education using an adapted survey from the Babson Survey Research Group. Data from cyber professionals and academic conferences were analyzed to explore differences based on faculty experience and roles. Understanding these perceptions can clarify the role of OER in addressing cyber education challenges. [ABSTRACT FROM AUTHOR]

There is a growing body of evidence that Open Educational Resources (OERs) are a viable alternative to traditional "for cost" teaching materials. This paper provides a reflection on the process and outcomes of developing and implementing OER within an introduction Human-Environment Geography lecture-laboratory course. Evidence is further provided in support of improvements to the academic performance and completion rates of students enrolled in the course after the implementation of OERs over a period of 4–6 years. Results of the study indicate students' academic performance significantly increased once OERs were incorporated into the classroom compared to the use of traditional materials purchased by the students. The rate of student withdrawal also was significantly less once OERs were implemented. The improvements to students' academic performance and retention occurred despite OER being only used in the laboratory component of the course, suggesting that even a partial implementation of OERs can still have significant positive effects. The use of OERs can be considered as a legitimate option to increasing retention and student academic success in the Geography classroom. [ABSTRACT FROM AUTHOR]

Background: Historically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resources (OERs) offer a viable solution to inadequate pioneer representation. Objective: This study sought to replicate and extend prior research by examining whether diverse and inclusive OERs related to students' pioneer recognition and perceptions of course material identity representation (recognitive justice). Method: Undergraduate students (N = 50) enrolled in a History of Psychology course completed a pioneer recognition test at the beginning and end of the semester. Students' perceptions of recognitive justice and the OERs were also assessed. Results: Initial pioneer recognition benefitted white pioneers and pioneering men. Follow-up recognition significantly improved for all pioneer groups. Students reported positive perceptions of OERs, and feelings of recognitive justice were associated with final grades. Conclusion: Undergraduate psychology students need exposure to marginalized pioneers prior to taking a history of psychology course. A more inclusive history of psychology curriculum improves students' marginalized pioneer recognition and may benefit their course performance. Teaching Implications: Given the absence of women and pioneers of color in commercial textbooks, teachers of the history of psychology should consider using OERs to achieve more diverse pioneer representation in their curricula. [ABSTRACT FROM AUTHOR]

The escalating price of instructional materials creates significant economic and academic hardship for many students. Open educational resources (OER) are instructional materials that are typically electronic and copyrighted under a license that allows free student use. Adopting OER is one strategy that has gained traction from higher education institutions and faculty to increase textbook usage while decreasing material costs. However, effective implementation of alternative resources requires a consideration of user perceptions, resource efficacy, and barriers to adoption. Thus, a systematic review of 97 peer-reviewed journal articles published between 2002 and 2023 was conducted to answer three research questions: (1) what are student and faculty perceptions of OER; (2) which incentives and barriers impact OER adoption and use; and (3) what is the impact of OER on student achievement? Analysis of findings suggested that students and faculty have positive views of OER and believe they are of similar quality to paid instructional materials. Across culturally diverse studies, faculty and students reported incentives such as cost savings, accessibility, and increased academic engagement when using OER, but also reported technological and institutional barriers to using and adopting these materials. Student academic performance is stable across course grades, exam grades, and retention rates when using OER and especially beneficial for disadvantaged student achievement. Practical implications for instructors, university administrators, and researchers are advanced to mitigate barriers toward OER utilization and to enhance the potential for academic effectiveness.

Over the past forty years, considerable attention and funding has been spent to improve the health status of Kanaka ?Oiwi. While gains have been made, Kanaka 'Oiwi continue to experience an average life span ten years shorter than that of the general population (Wu et al. 2017). This is caused in part by non-communicable diseases such as diabetes, stroke, and cardiovascular diseases that affect Kanaka 'Oiwi at significantly higher rates than the general population (Native Hawaiian Databook 2017). Coupled with mental and behavioral health conditions such as depression, anxiety, and substance abuse, there are multiple health needs that require attention to improve the health of all Native Hawaiians throughout the lifespan. In addition to these physical and mental health factors, there are systemic barriers to achieving health equity. "The social determinants of health are the conditions in which people are born, grow, live, work and age. These circumstances are shaped by the distribution of money, power and resources at global, national and local levels" (World Health Organization 2017). The purpose of this article is to describe an initiative that addresses intergenerational health disparities as a public health crisis and mobilizes experts throughout Hawai?i in a call to action to implement large scale interventions that will create structural shifts to achieve health equity and social justice. The authors describe the initiative's three-pronged approach involving collaborative leadership, a strong research base and applied health framework as requisite conditions for developing a social justice curriculum as a method of addressing the determinants of Kanaka 'Oiwi health, and realizing mauli ola (Hawaiian deity of health and life).

The article discusses outlook for the adoption of Open Educational Resources (OER) by libraries and higher education institutions. Topics explored include the increasing availability of affordable and free online information resources which may be utilized for teaching, the objectives of the Zero Textbook Cost (ZTC) movement and the Inclusive Access (IA) deals with academic publishers, and the concerns regarding the quality of OER compared to traditional textbooks.

As the information technology develops, educational resource recommendation system has become an indispensable part of the education field. At the same time, people’s demand for personalised educational resources is also growing; therefore, how to accurately predict user demand and provide personalised recommendations has become an important issue. In this study, a fuzzy predictive control model on the grounds of neural network is proposed to optimise the design of educational resource recommendation in the context of information technology. After experimental testing, the model recommendation fit reached 95.16 and 92.91% on the two test datasets, which are significantly higher than the control model. The average F1 values of the proposed model also reached 95.21 and 88.77%, which are higher than the control model. In other control experiments, the proposed model of this study also has a better performance. The relevant outcomes showcase that the predictive performance and recommendation effect of the model can be further enhanced by improving the structure of the neural network and the parameter optimisation method. Meanwhile, the proposed model has high performance in information overload and personalised demand, which offers a useful reference for the optimal design of educational resource recommendation system.

Shifting from open educational resources (OER) to open educational practices (OEP) is the next stage in the OER movement, but there have been few attempts to understand how the next phase in this movement will be achieved. Addressing this question can uncover the potential benefits of OER besides cost reduction. The current study represents the Enactment Phase (design and development) of a larger design-based research study that sought to design an integrative OER intervention in a college course to promote OEP. The Enactment Phase resulted in developing the design principles that describe the integration of OER use and creation into a college course; the development of the components of the OER intervention prototype; and designing the OER intervention prototype in a college course at a mid-Atlantic research university. The significant results that emerged from this Enactment Phase reside in that OER should be integrated into a course using learner-centered pedagogical models with constructivist approaches to teaching, and it should be integrated as an integral part of the syllabus of the course. The main idea for integrating the 5Rs into the Advanced Instructional Design was threading across assignments to make a connection between knowledge and skills students have learned throughout the course.

In modern education, self-directed learning (SDL) is paramount. SDL empowers learners, OERs democratize access, and AI chatbots, as virtual companions, offer enriched learning experiences. Balancing AI's advantages and challenges in education is vital. This paper explores AI chatbots' role in promoting SDL and student autonomy, highlighting their potential to guide and empower learners in navigating the knowledge landscape. By uncovering this potential, the study encourages educators and learners to embrace AI chatbots as partners in achieving self-directed, limitless education.

Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remix, and redistribute high-quality educational resources at no costs, can be a viable option for teachers. However, the acceptance of OER in K-12 education still remains low. Effective strategies are needed to reinforce teacher intention to adopt OER. This research showcased a two-phase sequential explanatory mixed method inquiry to investigate whether engaging K-12 teachers in open educational practices (OEP)--such as renewable assignments--increased their acceptance of OER. The quantitative phase, referring to the technology acceptance model (TAM), examined the change in factors influencing teachers' acceptance of OER. The qualitative phase was followed up to provide supplementary perspectives of the quantitative findings. By integrating complementary findings, this research found that OEP increased teachers' perceived ease of and self-efficacy towards using OER. Although teachers' intention of implementing OER is not significantly improved, qualitative findings offered additional insights into the benefits of OEP in promoting OER usage and the recommended directions for future effort. Practical implications on improving teachers' acceptance of OER in K-12 curriculum are discussed at the end.

The quest to enhance the quality of teaching in low-income countries has encouraged international aid agencies to look for alternative platforms to provide teacher education. Open Educational Resources have attracted the attention of the international community because of their ability to provide accessible and cost-effective teacher education programs across diverse cultural contexts. Yet, despite increasing support, little consideration has been given to whose knowledge, values, and cultural norms are legitimized within these open education platforms. This paper responds to such concerns by drawing on Bernstein's (2000) notion of regulative discourse to examine the Open Education Resources for English Language Teachers (ORELT) teacher education modules. Findings reveal that regulative discourse is strongly framed within these ORELT modules, which supports the socialization of teachers and their students into Western culture, values, and beliefs. This paper challenges the assumption that Open Educational Resources are a socially neutral pedagogical platform and raises questions about the educational and cultural implications for local contexts.

The objective of the study was to make a comparison among the two countries according to the level of sufficiency of educational resources and to determine the accuracy level at which variables related to educational resources can classify the schools on the basis of countries. Relational survey model was used. The sample group of the study was comprised of 186 schools from Turkey and 174 schools from Singapore for a total of 360 schools. Descriptive analyses and chi-square statistics were used to put forth whether there are differences with regard to the items. Logistic regression analysis was used to make an accurate classification of the schools according to their countries. Statistically significant differences between Turkish and Singapore schools were attained as a result of the chi-square analyses in all variables including lack of educational material, inadequate or poor quality educational material, lack of physical infrastructure and inadequate or poor quality physical infrastructure variables. A total of four variables included in the study explain about 60 % of the variance of Turkish and Singapore schools in having adequate educational resources. The equation obtained from analysis shows that lack of educational material is more important than lack of physical infrastructure. This alone puts forth that school success is related more to the quality of educational material than to physical inadequacies. As a result of the logistic regression with these variables, it was determined that the equation classifies 82% of the total number of 360 schools accurately. As a general conclusion of the study, it was observed with regard to its contributions to the model acquired via logistic regression.

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.

Educational resources are important in the development of education. In Nigeria, Western education was commenced by the Christian Missionaries (that is by private efforts). However, the quality of education was criticized by the elites and the nationalists to the extent that the government subsequently got elaborately involved in the provision of Western education. This research examines the educational resources in the development of private schools, particularly in private secondary school education in Ekiti State, Nigeria, from 1999 to 2016. Historical research method was employed because the study is historical in nature. It was found that: the quantity and quality of teachers in the private secondary schools were fairly adequate; the material resources and performance of students in external examinations were fairly adequate. It was concluded that the educational resources enhanced fairly good quality of education and educational development. It was recommended that the resources be sustained and improved upon.

As the main content, the design quality of diversified Open English Educational Resources in Open Distance Learning will directly affect the learners' learning interest, learning motivation and learning validity. Its practical optimization design is the important way to arouse the distance learners' learning efficiency. This article brought directly out of the CDIO Initiative. Based on the characteristics of the engineering, we analyzed and researched the computer English teaching architecture (Conceive); Designed the computer English learning content (Design), Used the diversified Open English Educational Resources in Open Distance Learning and the excellent global IC3 learning platform to teach (Implement), in support of E-learning English environment, we used the Blended-learning to improve computer English listening, speaking, reading, writing ability , in the same time, we can also guide the students to complete the study, testing, and computer skills (Operate).

Environmental protection is close related with environmental education. Environmental education is as necessary in the educational system as outside it. The present study, starting from the perception of the representatives of the local rural public administration and the citizens of the rural communities on environmental protection issues: (i) highlights the need for information and education in the field of environmental protection, especially with regard to environmental legislation and waste management; (ii) demonstrates the usefulness of environmental educational projects and the use of open educational resources, as resources that can be easily adapted to the real needs of education and information.

Restrictions to traditional face-to-face meetings were mandated by many government authorities during the COVID-19 pandemic, impacting the delivery of educational training sessions for maxillofacial surgery trainees in the traditional group manner. An online survey was designed to review what effect the pandemic had on the use and uptake of online educational sources amongst a representative cohort of maxillofacial surgery trainees in higher specialist training. Their attitudes and satisfaction with online resources were considered. The use of live sources such as webinars and pre-recorded materials (e.g. YouTube videos) was investigated. Engagement with online sources was considered prior to, and then during the pandemic. Alterations in the behaviour of trainees were demonstrated, with increasing online resource use seen once the COVID-19 pandemic took hold. Online pre-recorded resource use increased by 26% during the pandemic, with the median number of hours watched per month increasing from 1-5 h to 5–10 h (p < 0.001). Engagement with live online sources (webinars) increased by 52% and median time watched increased from 15 h per month to 10–20 h per month (p < 0.001). Trainees expressed satisfaction with the quality and flexibility of the resources. There was a firmly positive response to live webinars with regard to teaching quality, audio and video quality, ease of access and relevance to training needs. Pre-recorded and live online resources may prove a useful alternative or adjunct to face-to-face teaching when regulations limit or restrict social interactions. [ABSTRACT FROM AUTHOR]

This research aims to provide empirical evidence on the effectiveness of Open Educational Resources (OER) in facilitating transformative learning experiences that enhance students' creative thinking skills. A quantitative approach was employed for the study, wherein two groups, experimental and control, underwent pre-tests and post-tests to measure variables such as fluency, flexibility, elaboration, and evaluation of their creative thinking abilities. The study revealed significant differences between pre-test and post-test scores for both groups, particularly in the indicators of flexibility and evaluation. However, diverse outcomes were observed when examining n-gain scores across all indicators of creative thinking skills, suggesting that the effectiveness of OER in facilitating transformative learning varies depending on the specific creative thinking indicators measured. The research emphasizes that while OER can facilitate transformative learning processes, it may not yield uniform results across all dimensions of creative thinking. The obtained results indicate no significant difference in flexibility. Contradictory conditions can be observed in fluency, elaboration, and evaluation indicators, showing significant differences. Therefore, educators should adopt varied approaches when integrating OER into their curricula to maximize the potential benefits of enhancing students' creative thinking skills. For future research, it is highly recommended to focus on the effectiveness of OER based on the type of content or subject matter taught to identify the most effective sources. Further research is also needed to compare the effectiveness of OER with other teaching methods.

Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs' design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL.

The purpose of this paper is to provide an overview of approaches to and insights for impact assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe the literature on impact assessment in the OER context and the existing contributions to OER impact assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature analysis, derivations, and challenges for OER impact assessment are drawn, such as the large diversity in OER purposes and the invisibility of the re-usage of OER. The contribution sketches a framework model for describing OER-relevant results, outcomes, and impact, and more specifically demonstrates how this can be done for exemplary OER-related objectives. This contribution is thus of relevance to funding bodies and institutions working in the context of higher education that wish to systematically evaluate and monitor statements about the effectiveness of OER activities according to the UNESCO (2019) OER recommendation.

During the mass curfews, travel bans, school shutdowns, face-to-face education was discontinued, and many universities had to urgently switch to online education. Academics, most of whom are not familiar with digital pedagogy, had to adapt their lectures to online learning. The aim of this study is to analyze how Open Educational Resources (OERs) are used in practice during emergency remote teaching (ERT) and whether this influences the regular practice of academics on a global level and in Turkey in the longer term. Methodologically, we adopt a mixed-methods approach in two stages: (1) an empirical study conducted in Turkey to find out what prior knowledge and experience academics have with OERs and how they use OERs during ERT; and (2) a complimentary desk study on the global situation of OER use. Our results show that academics who did not know about OERs before the pandemic are still hesitant to use them, even though they have prior experience with online teaching. In addition, academics with higher rank and academics in architecture, philology, and arts have the most negative opinion about campus education being fully accessible online.

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

What difference do open educational resources (OER) make compared with publisher content (non-OER) when costs and instructors remain constant? A total of 215 community college students enrolled in online, introductory courses were randomly assigned to OER or non-OER sections and compared on retention at the tuition drop date, completion with a C or better, course completion, and mean final exam scores. Students in the OER sections were retained and persisted at a statistically significant higher rate, lending credibility to the findings of former studies regarding retention and persistence rates in courses taught with OER materials. No statistically significant differences were found on completion rates or final exam scores. OER course materials should be considered in broader initiatives for student success in community colleges.

This paper aims to develop a prototype of learning for the achievement of critical thinking skills of Higher Distance Education students through the utilization of open educational resources (OER). It is based on a research and development project conducted from September 2013 until April 2014 at Universitas Terbuka (UT), the Indonesia Open University. The research consisted of three stages. The first stage developed the Tutorial Activity Plan (TAP) and the Tutorial Activity Unit (TAU). The second stage developed a prototype online tutorial model along with the initiation materials and tasks. The third stage was a trial implementation of online tutorials using OER. The Online tutorials were a course called Natural Resource Conservation and Environment (NRCE). Data on student learning outcomes on the completion of tasks and discussion activities were collected. Student learning outcomes were based on indicators of Enis's critical thinking skills. Student perceptions toward online tutorial activities were based on the students' assessment of the online tutorial implementation. Data were collected using a questionnaire, tests, document analysis forms, and interviews. The results indicated that critical thinking can be develop through the utilization online tutorial activities. The students utilized OER as reference source when they were engaging in online tutorial tasks and online discussions. Critical thinking skills of the students could be evaluated based on student learning outcomes, e.g. student discussions and answering questions while undertaking online tutorial tasks.

The open education movement has resulted in the proliferation of content that is freely produced, shared, remixed, and reused by instructors in various disciplines throughout the world. However, little is known about whether or not English as a second language (ESL) instructors in the United States (US) are taking part. This study reports on the survey responses of 310 ESL instructors working in various US educational contexts. Results indicate that 59% of respondents were either aware or very aware of open educational resources (OER). Instructors with less teaching experience were two times as likely of being aware of OER than more experienced instructors. Instructors working in K-12 settings were more likely to use OER than those teaching in community colleges and universities. Respondents' main reasons for using OER include the ease of adapting/incorporating OER in their courses and that OER address aspects of their course not found elsewhere. Primary reasons for not using OER include difficulty in locating OER and the quality of the materials. Respondents indicated that OER have made their teaching more interesting/dynamic, provided for the inclusion of more authentic materials, and helped to better address the needs of their students and the goals of their ESL program.

There are multiple indicators which suggest that completion, quality, and affordability are the three greatest challenges for higher education today in terms of students, student learning, and student success. Many colleges, universities, and state systems are seeking to adopt a portfolio of solutions that address these challenges. This article reports the results of a large-scale study (21,822 students) regarding the impact of course-level faculty adoption of Open Educational Resources (OER). Results indicate that OER adoption does much more than simply save students money and address student debt concerns. OER improve end-of-course grades and decrease DFW (D, F, and Withdrawal letter grades) rates for all students. They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education. OER address affordability, completion, attainment gap concerns, and learning. These findings contribute to a broadening perception of the value of OERs and their relevance to the great challenges facing higher education today.

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.

This case study establishes a roadmap for exploring the alignment between national OER initiatives and global standards, using the SHAMS platform as a case study within the ambit of UNESCO’s transformative educational agenda, identifying exemplary practices and areas necessitating further development. Such recommendations serve as a framework that facilitates the provision of inclusive OERs and equitable quality learning opportunities. This case study recommends strategizing OER use in the education system by envisioning ideal OER implementation processes, planning the expected impact on teachers and students, teaching strategies, curricula, and assessments. The case study highlights the importance of leadership, quality assurance, licensing and copyright protection mechanisms, content creation, policies, and access as enablers of optimal resource-sharing practices. It involves a literature review on virtual internationalization and OERs, situating the SHAMS platform within the UNESCO framework and examining its alignment with national educational strategies. By intertwining the evaluation of the SHAMS platform with UNESCO’s OER Recommendations, this case study is poised to contribute to the discourse on OER implementation, providing empirical evidence of how national platforms can operationalize international frameworks to foster a more open and scalable educational environment.

In the digital age, the internet has become a primary source for patient education in orthodontics. However, the effectiveness of these online resources largely depends on their readability and comprehensibility. The main aim of our research was to assess the readability of the ten most popular websites dedicated to orthodontic treatment. Additionally, we aimed to ascertain the educational level required to comprehend the information provided on these websites. The selection of the top 10 patient-centric English language websites was conducted through a search query for "orthodontic treatment" on the Google Chrome browser. The assessment of text readability was conducted by employing six different readability indices, The readability formulas website (https://readabilityformulas.com) was utilized as a resource for this purpose. The researchers calculated the average Flesch Reading Ease index score to be 58.60, with a standard deviation of 10.17. According to GFI, these websites necessitate an average of 12.52 years of formal education, with a standard variation of 2.15, in order to aid understanding. The mean grade level was found to be 10.40, with a standard deviation of 1.90. Our research indicates that internet resources are crucial in orthodontic education for Generation Z, serving as a platform for efficient learning, particularly during the COVID-19 pandemic in creating a general knowledge a level of moderate-complexity. Orthodontic professionals and website developers should be encouraged to consider the readability of their content to ensure it meets the needs of a diverse patient population. However, the utilization of internet information should not be regarded as a comprehensive replacement for a comprehensive treatment process. [ABSTRACT FROM AUTHOR]

Teaching, learning and research at every level of the education system cannot be successful without appropriate resources. Adequate, quality resources are not readily available, especially in resource-constrained countries like Nigeria. These resources come in various formats (physically and/or electronically). Audiovisual resources (AVRs), electronic information resources (EIRs) and open educational resources (OERs) are examples of teaching and learning materials that could be procured by educational institutions and accessed by students and other members of the academic community. The instrument for data collection was a literature review directed to the librarians of the selected university libraries. The educational resources--in terms of availability and usage--were presented in tables comparatively. Findings show that each of the three university libraries has certain types of AVR, EIR and OER, which are available for students' use. Strategies for the effective use of these educational resources in Nigeria's academic libraries were discussed. It is recommended that adequate learning facilities, other than books, be provided by the government or private individual owners of the academic libraries in Ebonyi State, Nigeria. There is also a need for academic librarians and users to keep themselves abreast of the skills necessary for the appropriate use of educational resources (subscription or free-based) in the institutions where they are available. [ABSTRACT FROM AUTHOR]