Testing the Intervention of OER Renewable Assignments in a College Course

Maimoona Humaid Al Abri, Nada Dabbagh

Abstract


The purpose of this study was to explore students and instructor perceptions of the concept of renewable assignments in the open educational resources (OER) movement. Mixed methods were used, with a combination of a survey and semi-structured interview, administered at George Mason University in the United States. Eleven graduate students enrolled in the Instructional Design and Technology program in the course Advanced Instructional Design were invited to complete an online survey. A face-to-face interview was conducted with the instructor of the course. Descriptive statistics and thematic analysis were used to examine the results of the study. The data analysis found that only a small number of students were knowledgeable about OER, but the majority of participants indicated that they were very satisfied with the concept of renewable assignments. The findings suggest further investigation of the pedagogical models that tend to support student-generated OER.


Keywords


Higher education, open educational resources (OER), open pedagogy, OER-enabled pedagogy, renewable assignments, perceptions of OER, student-created OER

Full Text:

HTML PDF XML

References


Abu Raihan, M. (2011). ‘Think-aloud’ Techniques used in Metacognition to Enhance Self-regulated Learning. Journal of Educational Research, 25(2), 125-160

Allen, I. E., & Seaman, J. (2016). Opening the textbook: Open education resources in U.S. higher education, 2015-16. Retrieved from http://www.onlinelearningsurvey.com/reports/openingthetextbook2016.pdf

Biswas-Diener, R., & Jhangiani, R. S. (2017). Introduction. In R. S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 3–7). London: Ubiquity Press.

Brown, L., & Durrheim, K. (2009). Different kinds of knowing: Generating qualitative data through mobile interviewing. Qualitative Inquiry, 15(5), 911-930. https://doi.org/10.1177/1077800409333440

DeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In R. S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 115–124). London: Ubiquity Press. https://doi.org/10.5334/bbc.i

Ehlers, U. D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1-10. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079969.pdf

Geser, G. (Ed.). (2012). Open educational practices and resources: OLCOS Roadmap 2012. Retrieved from http://files.eric.ed.gov/fulltext/ED498433.pdf

Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255

Hatch, J. A. (2002). Doing qualitative research in education settings. New York, NY: State University of New York Press.

Hilton, J. & Wiley, D. (2018). New Hampshire open education survey.

Hodgkinson-Williams, C., -Arinto, P. B., Cartmill, T. & King, T. (2017). Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 27–67). https://doi.org/10.5281/zenodo.1037088

Kvale, S. (2006). Dominance through interviews and dialogues. Qualitative Inquiry, 12(3), 480-500. https://doi.org/10.1177/1077800406286235

Maxwell, J. A. (2011). Paradigms or toolkits? Philosophical and methodological positions as heuristics for mixed methods research. Mid-Western Educational Researcher, 24(2), 27–30.

Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Washington DC, D.C: Sage.

Murphy, A. (2013). Open educational practices in higher education: Institutional adoption and challenges. Distance Education, 34(2), 201–217. https://doi.org/10.1080/01587919.2013.793641

Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research. International Journal of Qualitative Methods, 1–21.

Pitt, R. (2015). Mainstreaming open textbooks: Educator perspectives on the impact of OpenStax college open textbooks. International Review of Research in Open and Distance Learning, 16(4), 133-155. https://doi.org/10.19173/irrodl.v16i4.2381

Pitt, B. (2016). Create your own / setting the standard: Students as co-creators of OER at Dundee University. Retrieved from http://www.oeps.ac.uk/create-your-own/setting-standard-students-co-creators-oer-dundee-university

Ross, J. (2018, February 20). Student-created, peer-assessed open educational resources [Blog Post]. Retrieved from http://www.teaching-matters-blog.ed.ac.uk/student-created-peer-assessed-open-educational-resources/

Saldana, J. (2016). The coding manual for qualitative researchers. Thousand Oaks, CA: SAGE.

Schuwer, R. (2017). April open perspective: What is open pedagogy? Retrieved from https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/

Teddlie, C. H., & Tashakkori, A. (2009). Foundations of mixed methods research. Thousand Oaks, CA: SAGE.

William and Flora Hewlett Foundation (2013). White paper: Open educational resources. Retrieved from https://www.hewlett.org/wp-content/uploads/2016/08/OER%20White%20Paper%20Nov%2022%202013%20Final_0.pdf

Wiley, D. (2014). Defining the “open” in open content and open educational resources. Retrieved from http://opencontent.org/definition/

Wiley, D. (2017, May 2). OER-enabled pedagogy [Blog post]. Retrieved from https://opencontent.org/blog/archives/5009

Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students success. J International Review of Research in Open and Distributed Learning, 18(4), 60–69. https://doi.org/10.19173/irrodl.v18i4.3022




DOI: http://dx.doi.org/10.5944/openpraxis.11.2.916

Refbacks

  • There are currently no refbacks.