Acceptance and Barriers of Open Educational Resources in the Context of Indian Higher Education

Autor/inn/en	Datt, Gopal; Singh, Gagan
Titel	Acceptance and Barriers of Open Educational Resources in the Context of Indian Higher Education
Quelle	In: Canadian Journal of Learning and Technology, 47 (2021) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Higher Education; College Students; Student Attitudes; Open Educational Resources; Training; Workshops; Barriers; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; School Closing; Online Courses; India + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Ausbildung; Lernwerkstatt; Schulung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Indien
Abstract	The purpose of this study is to highlight the role and awareness of and barriers to Open Educational Resources (OERs) in Indian higher education, specifically in the State of Uttarakhand. This study further investigates the factors that hinder the progress of OER acceptance in the teaching and learning process of higher education and suggests ways to overcome these barriers. Acceptance and barriers of OERs in Indian higher education have been analyzed with the help of responses received from 204 participants (students) through questionnaire, who are either enrolled in ODL or the conventional system of education in the state of Uttarakhand (India). This study found that post-graduate programme learners are more aware of access to OERs and the majority of learners reported that training/workshops based on OERs are beneficial for them. Findings from this study will be helpful in understanding the obstacles and hindrances faced by the learners and respective institutions in the process of offering OERs. This study was conducted during the COVID-19 lockdown period. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01