Faculty Members’ Instructional Priorities for Adopting OER
Insung Jung ; Seongyoun Hong, Ajou University
IRRODL Volume 17, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
This study aimed to investigate and classify faculty members\u2019 instructional priorities for adopting OER. In-depth interview data were collected from 10 faculty members from different regions and analyzed with NVivo 10. The original supposition was that the well-established instructional priorities, effectiveness, efficiency, and appeal would apply. However, it was found that in adopting OER, these faculty members had four instructional priorities: effectiveness, efficiency, appeal, and extension. Effectiveness was the most important consideration, followed by extension, appeal, and efficiency. Regional differences were also apparent. These findings were drawn upon to propose an elaborated model of instructional priorities for adopting OER.
Jung, I. & Hong, S. (2016). Faculty Members’ Instructional Priorities for Adopting OER. The International Review of Research in Open and Distributed Learning, 17(6),. Athabasca University Press. Retrieved March 27, 2023 from https://www.learntechlib.org/p/180408/.
ReferencesView References & Citations Map
- Abeywardena, I., Chan, C., & Tham, C. (2013). OERScout technology framework: A novel approach to
- Cuellar, M. (2010). Assessing project success: moving beyond the triple constraint. International Research Workshop on IT Project Management, 2010 , Paper 13. Retrieved from http://www.michaelcuellar.net/resume/publications/CuellarIRWITPM2010.pdf
- D’Antoni, S. (2009). Open educational resources: Reviewing initiatives and issues. OpenLearn ing, 24 (1), 3–10.
- McGreal, R. (2013). Creating, using and sharing open educational resources. Vancouver: Commonwealth of Learning. Retrieved from https://www.fosteropenscience.eu/sites/default/files/pdf/514.pdf
- McGreal, R., Kinuthia, W., & Marshall, S. (2013). The International Review of Research in Open and Distributed Learning, 14 (2), i-iv. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1549/2501
- Mtebe, J., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open
- Pang, N.S. (2011). Educational governance and management in Sinic society. In Y. Zhao, J. Lei, G. Li,
- Reigeluth, C.M. (1999). What is instructional-design theory and how is it changing? In C.M.
- Reigeluth, C.M., & Carr-Chellman, A.A. (2009). Understanding instructional theory. In C.M.
- Reigeluth, C.M., & Frick, T.W. (1999). Formative research: A methodology for creating and improving design theories. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 633–652). New York and
- Wiley, D. (Ed.) (2008). OER handbook for educators. Beaumont: Center for Open and Sustainable Learning. Retrieved from http://wikieducator.org/OER_Handbook/educator_version_one
- Wiley, D., Bliss, T.J., & McEwen, M. (2014). Open Educational Resources: A review of the literature. In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop. (Eds.), Handbook of research on educational communications and technology (pp. 781-789). New York:
- Wright, C., & Reju, S. (2012). Developing and deploying OERs in sub-Saharan Africa: Building on the present. International Review of Research in Open and Distributed Learning, 13(2), 181220.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Why Do University Educators Use OER? A Cross-Cultural Study
Insung Jung, International Christian University, Japan; Ilju Rha & Jihyun Lee, Seoul National University, Korea (South)
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1621–1624
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.