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Measuring use and creation of open educational resources in higher education
ARTICLE

, Okanagan College ; , , Athabasca University

IRRODL Volume 14, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

The open educational resources initiative has been underway for over a decade now and higher education institutions are slowly adopting open educational resources (OER). The use and creation of OER are important aspects of adoption and both are needed for the benefits of OER to be fully realized. Based on the results of a survey developed to measure the readiness of faculty and staff to adopt OER, this paper focuses on the measurement of OER use and creation, and identifies factors to increase both. The survey was administered in September 2012 to faculty and staff of Athabasca University, Canada’s open university. The results offer a snapshot of OER use and creation at one university. The survey tool could provide a mechanism to compare and contrast OER adoption with other higher education institutions. Forty-three percent of those in the sample are using OER and 31% are creating OER. This ratio of use to creation is introduced as a possible metric to measure adoption.

Citation

McKerlich, R., Ives, C. & McGreal, R. (2013). Measuring use and creation of open educational resources in higher education. The International Review of Research in Open and Distributed Learning, 14(4),. Athabasca University Press. Retrieved April 20, 2019 from .

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Cited By

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    Christina Hendricks, Stefan Reinsberg & Georg Rieger, University of British Columbia

    The International Review of Research in Open and Distributed Learning Vol. 18, No. 4 (Jun 16, 2017)

  3. Cost-savings achieved in two semesters through the adoption of open educational resources

    John Hilton III, T Robinson, David Wiley & J Ackerman, Brigham Young University

    The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.