Zoom In: Open Educational Resources for Informal Online Learning during COVID-19 and Beyond

Autor/inn/en	Cohen, Guy; Cohen, Anat
Titel	Zoom In: Open Educational Resources for Informal Online Learning during COVID-19 and Beyond
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Educational Technology; Open Educational Resources; Higher Education; COVID-19; Pandemics; School Closing; Value Judgment; Usability; MOOCs; Videoconferencing; Preferences; Employment Level; Individual Characteristics; Technological Literacy; Educational Attainment; Age Differences; Language Proficiency; English; Gender Differences; Foreign Countries; Israel; Australia; Austria; Ireland; United Kingdom (England); United States; Belgium; Germany; Poland + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Werturteil; Beschäftigungsgrad; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Technisches Wissen; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Geschlechterkonflikt; Ausland; Australien; Österreich; Irland; USA; Belgien; Deutschland; Polen
Abstract	Institutions, organisations, and policymakers use open educational resources (OERs) to promote student equity and social inclusion. The global COVID-19 crisis highlighted the need for lifelong learning and underscored the importance of the higher education system in this endeavour. This study describes informal learning among adults through OERs, during the COVID-19 crisis, distinguishing between employed and unemployed individuals and between professional and personal development. A questionnaire distributed during the COVID-19 lockdown focused on three themes: (1) types of OERs used for learning during this period; (2) perceived OERs' usefulness; and (3) changes in OER use due to the crisis. Our findings revealed group differences in types of OERs used and in changes brought about by COVID-19, as well as within-group differences based on personal characteristics. Only a few participants reported using massive open online courses (MOOCs). Moreover, videoconferencing usage increased despite low perceived usefulness ratings, pointing to a change in informal learning modes. This exploratory research provides insights into the preferences of individual groups. These insights may be used to reduce socioeconomic disparities, especially among those who have lost their jobs, and to develop effective models for open education. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01