International perspectives on using OER for online learning
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International perspectives on using OER for online learning Dabae Lee1 · Eunbae Lee2 Accepted: 31 October 2020 © Association for Educational Communications and Technology 2020
Abstract This article examines the work by Hilton (Educ Technol Res Dev 64: 573–590. https:// doi.org/10.1007/s11423-016-9434-9, 2016) entitled, “Open educational resources and college textbook choices: A review of research on efficacy and perceptions” from international perspectives. Hilton (Educ Technol Res Dev 64: 573–590. https://doi.org/10.1007/s1142 3-016-9434-9, 2016) synthesized findings of 16 studies that investigated the academic outcomes of open educational resources (OER) and perceptions of college students and instructors. The academic outcomes were comparable to using traditional textbooks, and perceptions were positive. His work highlights effectiveness of OER in online courses resulting from their technological affordances. The COVID-19 pandemic pushed many institutions around the globe to abruptly shift their instructions digital and make learning more flexible and affordable for those who face medical, financial, and daily life challenges. Hilton’s findings (Educ Technol Res Dev 64: 573–590. https://doi.org/10.1007/ s11423-016-9434-9, 2016) provide collective evidence to support the adoption of OER and shed light on how it can be used and what future work is needed internationally. This article examines the international value, implications, and limitations of his work and suggests future directions. Keywords Open educational resources · Online learning · COVID-19 · International perspectives Hilton (2016) synthesized 16 studies regarding the effects of open educational resources (OER) on academic outcomes and perceptions of college students and instructors. OER is defined as teaching, learning, and research materials that users access, use, adapt, and redistribute at no cost (UNESCO, n.d.). Nine studies were identified that compared OER with traditional textbooks in higher education settings with at least 50 participants. He concluded that academic outcomes were comparable between students who used OER and those who used traditional textbooks. Students and instructors generally perceived OER favorably. During the COVID-19 pandemic, many institutions worldwide had to shift their * Eunbae Lee [email protected] 1
Kennesaw State University, Kennesaw, GA, USA
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The Catholic University of Korea, Dasol Hall #237 Jibong‑ro 43, Wonmi‑gu, Bucheon city, Gyeonggi‑do 14662, South Korea
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instructions digital and make learning flexible and affordable for those who face medical, financial, and daily life challenges. This study provides collective evidence to support the adoption of OER and sheds light on benefits of OER, how it can be used in online courses, and what future work is needed internationally.
International impact and value of OER The potentials of OER in education is globally recognized (Educause, 2020; European Commission, 2013). Countries in Europe, North and South
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