A path analysis of educator perceptions of open educational resources using the technology acceptance model
Robert Schuwer's insight:
Interesting paper where TAM is used to explain teachers behaviour towards use and creating OER. Collegues of my have done similar research, not only using TAM, but also SDT and RAA. See e.g.
Kreijns, K.; Vermeulen, M.; Van Acker, F. & van Buuren, H. (2014). Predicting teachers’ use of digital learning materials: Combining self-determination theory and the integrative model of behavior prediction. European Journal of Teacher Education. http://dx.doi.org/10.1080/02619768.2014.882308
Kreijns, K.; Vermeulen, M.; Kirschner, P. A.; van Buuren, H. & Van Acker, F. (2013). Adopting the integrative model of behavior prediction to explain teachers’ willingness to integrate ICT in their pedagogical practices: A perspective for research on teachers’ ICT usage in pedagogical practices. Technology, Pedagogy and Education, 22(1), 55-71. http://dx.doi.org/10.1080/02619768.2014.882308
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
How can open educational resources learn from the free and open software movement?
Robert Schuwer's insight:
Five lessons. The most underestimated one for me is lesson 2 "Always provide "source code"". Lesson 4 has been dealt with using the CC licenses and adopting the 5R-framework of David Wiley as the defining framework for OER.
Extensive report with the result of a study of cost-effectiveness of MOOCs. From the Executive Summary:
"Over the past few years, observers of higher education have speculated about dramatic changes that must occur to accommodate more learners at lower costs and to facilitate a shift away from the accumulation of knowledge to the acquisition of a variety of cognitive and non-cognitive skills. All scenarios feature a major role for technology and online learning. Massive open online courses (MOOCs) are the most recent candidates being pushed forward to fulfill these ambitious goals. To date, there has been little evidence collected that would allow an assessment of whether MOOCs do indeed provide a cost-effective mechanism for producing desirable educational outcomes at scale. It is not even clear that these are the goals of those institutions offering MOOCs. This report investigates the actual goals of institutions creating MOOCs or integrating them into their programs, and reviews the current evidence regarding whether and how these goals are being achieved, and at what cost."
Worthwhile detail information in the appendices. A.o. the average costs of producing 10 hours of video adds up to $44K.
Massive open online courses make college degrees more affordable. Does that make them a threat to campus life? Three academics exchange their views on MOOCs and the future of higher education in the U.S.
"Arguably, Open Educational Resources (OER) are starting to enter the mainstream, though some fundamental questions about their value and impact remain to be answered or supported with appropriate evidence. Much early OER activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. Furthermore, the majority of OER studies are localised, making extrapolation problematic. At the same time there are considerable practical experiences and ideas that it would be valuable to share. This presentation introduces the ‘hub‘ as metaphor for the kind ofnetworked research that is needed by the OER movement."
Abstract: MOOCs (massive open online course) is a disruptive innovation and a current buzzword in higher education. However, the discussion of MOOCs is disparate, fragmented, and distributed among different outlets. Systematic, extensively published research on MOOCs is unavailable. This paper adopts a novel method called blog mining to analyze MOOCs. The findings indicate, while MOOCs have benefitted learners, providers, and faculty who develop and teach MOOCs, challenges still exist, such as questionable course quality, high dropout rate, unavailable course credits, ineffective assessments, complex copyright, and limited hardware. Future research should explore the position of MOOCs and how it can be sustained.
This article is part of Future Tense, which is a partnership of Slate, the New America Foundation, and Arizona State University. On Wednesday, April 30, Future Tense will host an event in Washington, D.C., on technology and the future of higher education. For more information and to RSVP, visit the...
Disruption not by numbers. Targeting exceptional students with an approach that in my opinion is not scalable and has not to be scalable because of the target group. A question inanswered is: when teaching is closely related to research (as is the case at universities this initiative tries to disrupt), where is the research taking place?
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