Open Educational Resources (OER) Usage Trends among University Students of Pakistan

Autor/inn/en	Shams, Sana; Haq, Muhammad Ahsan ul; Waqar, Yasira
Titel	Open Educational Resources (OER) Usage Trends among University Students of Pakistan
Quelle	In: Education and Information Technologies, 25 (2020) 6, S.5637-5654 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haq, Muhammad Ahsan ul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10195-3
Schlagwörter	Open Educational Resources; Use Studies; Educational Trends; College Students; Foreign Countries; Student Attitudes; Gender Differences; Individual Differences; Intellectual Disciplines; Pakistan + Suchen Sie Ihr Suchwort? Benutzerschulung; Bildungsentwicklung; Collegestudent; Ausland; Schülerverhalten; Geschlechterkonflikt; Individueller Unterschied; Geisteswissenschaften
Abstract	Benefits of using Open Educational Resources (OERs) across the world have perpetuated great interest to baseline and report how OERs are used in developing countries. This is an initial study to baseline trends of OER use by university students in Pakistan and to present their perceived benefits of OER use to attain academic challenge, collaborative learning, and to enrich their educational experience. Data for this study has been collected from university students from five different academic disciplines and different degree programs. 91% of the respondents reported that they had used OERs. However, the perceived benefits of OER use are significantly different for students studying at different education levels and across disciplines. Social science students and female students have a better perception of the benefits of OER than other academic disciplines and their male counterparts. Post-hoc analysis revealed that MPhil/Ph.D. students had the highest rank for choosing mental activity and collaborative learning as a benefit of OERs. Fundamental barrier highlighted by respondents regarding the effective use of OER is lack of internet followed by lack of time and skill to use OERs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01