The Impact of OER on Teaching and Learning Practice

Autor/inn/en	Weller, Martin; de los Arcos, Bea; Farrow, Rob; Pitt, Beck; McAndrew, Patrick
Titel	The Impact of OER on Teaching and Learning Practice
Quelle	In: Open Praxis, 7 (2015) 4, S.351-361 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1369-9997
Schlagwörter	Educational Practices; Open Education; Open Source Technology; Mixed Methods Research; Hypothesis Testing; Academic Achievement; Participant Satisfaction; Usability; Access to Education; Academic Persistence; At Risk Students; Transformative Learning; Cost Effectiveness; School Surveys; Interviews; Case Studies; Statistical Analysis + Suchen Sie Ihr Suchwort? Bildungspraxis; Offene Erziehung; Offener Unterricht; Hypothesenprüfung; Hypothesentest; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Pädagogische Transformation; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Statistische Analyse
Abstract	The OER Research Hub has been investigating the impact of OER, using eleven hypotheses, and a mixed methods approach to establish an evidence base. This paper explores the findings relating to teaching and learning. The findings reveal a set of direct impacts, including an increase in factors relating to student performance, increased reflection on the part of educators, and the use of OER to trial and supplement formal study. There are also indirect impacts, whose benefits will be seen after several iterations. These include the wide scale reporting of adaptation, and the increase in sharing and open practice that results from OER usage. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01