Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

Autor/in	Tillinghast, Beth
Titel	Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education
Quelle	In: IAFOR Journal of Education, 8 (2020) 2, S.159-174 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Open Educational Resources; Higher Education; Cost Effectiveness; Curriculum Implementation; Adoption (Ideas); Expectation; Self Efficacy; Technological Literacy; College Faculty; Teacher Attitudes; Undergraduate Study; Nutrition Instruction; Textbook Preparation; Material Development; Affordances; Usability; Hawaii + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Ideas; Ideenfindung; Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Fakultät; Lehrerverhalten; Grundstudium; Nutrition education; Ernährungserziehung; Lehrbucharbeit; Lehrmaterialentwicklung
Abstract	There is a growing trend in higher education to explore the various benefits of Open Educational Resources. This applies not only to the cost benefits, but also to potential pedagogical benefits as well. This study explores the process of developing and implementing an Open Educational Resource for an undergraduate course and experimenting with OER-enabled pedagogy. Interview data provide an account of this process, outlining challenges and highlighting insights, which might prove useful for other professionals contemplating the move toward developing Open Educational Resources. Interview data are also organized using the Unified Theory of Acceptance and Use of Technology constructs pertaining to attitude, performance expectancy, effort expectancy, social influence, technology self-efficacy, and facilitating conditions. A qualitative interpretive approach was then used to analyze the data. Analysis indicates that most of the constructs can strongly influence faculty to adopt Open Educational Resources but that "social influence" has no effect on adoption. Findings also include reflections on OER-enabled pedagogy as it was applied in the course. These findings indicate that OER-enabled pedagogy has the potential for increasing student engagement, though this potential has not yet been realized. Finally, findings provide an outline of recommendations that might guide others when considering developing and implementing Open Educational Resources. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01