Students Perception and Attitude Towards Accessing Open Educational

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Students Perception and Attitude Towards Accessing Open Educational Resources: A Study By Gopalasetti Rajasekhar

Students Perception and Attitude Towards Accessing Open Educational Resources: A Study By Gopalasetti Rajasekhar Dr. Veeramallu Dhana Raju Karasala Srinivasarao

Introduction • • The self-directed Learning method is described as a learner's inherent ability

Introduction • • The self-directed Learning method is described as a learner's inherent ability to manage his or her own learning method, by understanding himself/herself as the source of his/ her own choices and actions feeling it as a responsibility towards his/her own long learning. . . it's a learning method without the face to face interaction between the teacher and also the learner. Free and open content via on-line learning has reworked several aspects of life for learners E-Learning prepares the users using suitably the material of learning that is enriched with multimedia system content. The Open educational Resources (OER) primarily address and notice applications within the educational field as a helpful multifunctional "tool", that focuses on the assembly, use and feedback of learning resources, free access and open digital publication of rich tutorial material, of top quality, therefore creating education and material accessible to all or any stakeholders.

 • • • Historical Background The precursor to the OER movement was Project

• • • Historical Background The precursor to the OER movement was Project Gutenberg, that was launched in 1974, and advocated for digitization and archiving of cultural works, additionally because the creation and distribution of e. Books. The year 2001 was a watershed one for OER. Wikipedia championed the worldwide movement at no cost use and open written material of content, and currently has over four million articles created collaboratively by anonymous web users. The same year, the Massachusetts Institute of Technology Open Course Ware (OCW) initiative to publish course content on-line began. The movement has gained steady momentum over the last decade. There has been a proliferation of massive Open online Courses (MOOCs), with the world's most prestigious universities providing massive interactive courses over the net.

What is OER • • The concept of Open Educational Resources (OER) describes any

What is OER • • The concept of Open Educational Resources (OER) describes any educational resources (including curriculum maps, course materials, textbooks, streaming videos, multimedia applications, podcasts, and any other materials that have been designed for use in teaching and learning) that are openly available for use by educators and students, without an accompanying need to pay royalties or licence fees. OER has emerged as a concept with great potential to support educational transformation. While its educational value lies in the idea of using resources as an integral method of communication of curriculum in educational courses (i. e. resourcebased learning), its transformative power lies in the ease with which such resources, when digitized, can be shared via the Internet.

 • The four Rs framework is used for assessing the extent to which

• The four Rs framework is used for assessing the extent to which an educational resource is open: Reuse: copy verbatim Revise: adapt and edit Remix: combine with others Redistribute: share with others

Advantages of using OERs include • • • Less expensive for college students. Quick

Advantages of using OERs include • • • Less expensive for college students. Quick circulation. Expanded access to learning. Scalability. Continually improved resources. Enhancement of normal course content. Augmentation of sophistication materials. Showcasing of innovation and talent. Ties for alumni.

Disadvantages of OERs include • • • Technological problems. Lack of human interaction between

Disadvantages of OERs include • • • Technological problems. Lack of human interaction between academics and students. . Intellectual property/copyright issues. Quality problems. Language and/or cultural barriers. Sustainability problems.

OER initiatives in India • • NPTEL (National Programme on Technology Enhanced Learning), e.

OER initiatives in India • • NPTEL (National Programme on Technology Enhanced Learning), e. Gyankosh, Consortium for Educational Communication (CEC), e-Yantra, Spoken Tutorial , Virtual Labs, Free and Open Source Software for Education (FOSSE) • • • NCERT Textbooks, e. Gurukul, Amrita Virtual Interactive e-Learning World , Talk to Teacher SWAYAM and e-PG Pathshala etc.

Scope of the present study: is confined to the student of Andhra University. Student

Scope of the present study: is confined to the student of Andhra University. Student population of the present study have scattered on different streams of subjects offered by the university. Total of 120 questionnaires have been distributed to different level of students. Materials and Methods : • • The study used both primary and secondary sources of data. Secondary data were gathered from publications, documents and reports on OER. Primary data were collected through questionnaires containing both open and closed ended questions. Quantitative data were statistically analyzed using the basic MS Excel to produce percentages, tables and graphs. The data from open ended questionnaires were coded and organized according to themes that emerged. The themes together with the statistics, figures and tables formed the cases for discussion.

Findings and Discussion • • Out of the 120 questionnaires distributed, only 94 were

Findings and Discussion • • Out of the 120 questionnaires distributed, only 94 were returned. The composition of 94 respondents who participated in this study, 65 (69%) were males, and 29 (31%) were females. The study ended up with more males than females. The majority of OER users are under 21 (59 respondents) following 26 respondents of age group 21 to 25 and rest 9 respondents are of 26 to 30 age group. In terms of level of education they are pursuing , under graduate degree are 26 (27. 65%), Masters are 48 (51. 06%), M. Phils are 05 ( 0. 05 %) and Ph. D 15 (15. 95%). All respondents are considered as the user community because the survey primarily focused on accessibility of OER. The results show that people in the Engineering are the most frequent users of OER by 43%, followed by Arts and Humanities 28%, science 23 % and Law 6 % follow in that order.

Knowledge on OERs: • It is very interesting to note that all 94 respondents

Knowledge on OERs: • It is very interesting to note that all 94 respondents (100%) have knowledge on OERs • The findings reveals that out of 94 respondents, 56 (59. 57%) indicated that they access NPTEL. In addition, 38 (40. 43%) respondents indicated accessioning of SWAYAM, EGyanakosh and E PG Pathasala were accessed by 12 (12. 77%) and 26 (27. 66 %) respondents respectively. Furthermore 07 respondents reported that they are using other type of OERs. Digital device mostly used for accessing OERs: • The findings reveals that those 64 (68. 09 %) respondents uses smart phones of various platforms to access the OERs followed by 28 respondents using laptop while 22 respondents are using desktop to access the OERs. 08 respondents are reported that they are using tablet devices in accessioning the OERs

Access OERs per day: • It is evident from Table. 4 that 57 (60.

Access OERs per day: • It is evident from Table. 4 that 57 (60. 64%) respondents have been accessing the contents of OERs for only 0 to 1 hour per day . About 22 (23. 40%) respondents have reported that they are accessing the contents for 1 to 2 hrs per day. 15 ( 15. 96 %) respondents are accessing OERs only if necessary. Most useful module in OERs: • Out of 94 respondents 58 were mentioned that e- text is most useful content followed by e- video by 42 students. It is significant that 56 respondents were feels that assessment in the form of E-Quiz is most useful followed by e- assignments with 12 respondents. Availability o f OERs related to subject stream of study: • Most of the respondents (86) were felt good about locating their subject related OERs, while 8 respondents stated that they did not found OERs related to their stream of subject they are studying shown in table 6.

The purpose of accessioning OERs: • Out of 94 respondents 47 (50%) indicated that

The purpose of accessioning OERs: • Out of 94 respondents 47 (50%) indicated that they use OERs for getting reference information, while 28 (29. 79%) for acquiring knowledge on subject of their stream of study. 22 ( 23. 4 %) respondents interestingly stated that they use OERs to get knowledge on subject of other than stream of study. 08 (8. 51 %) reported that they use for the preparation of competitive examinations. Only 16 respondents and 12 respondents stated that they use for research purpose and to prepare articles respectively. Reasons on Why OER are Important: • Most of the respondents have positively replied about the importance of OERs. Of the respondents are recognized that the OERs are saving the time of their learning process. Of the respondents are considered that OERs doesn’t have geographical barriers. Most of the respondents strongly agreed that OERs are cost free resources followed by they can be seen as supplement to study materials. Respondents are also considered the importance OERs in terms of having most and relevant information, while 33 respondents reported their uncertainty of providing current information by OERs.

Student perceptions in using OERs: • Study gave a clear view of the respondents

Student perceptions in using OERs: • Study gave a clear view of the respondents about their perceptions in accessing the OERs for the ease of learning process. • Most of the respondents have positively reported about the usefulness and their views on using OERs. • It is evident that almost all the respondents are expressed that they feel more engaged with the learning based on the OERs. • Respondents also stated that they would like to recommend the OERs based education to others and respondents feels that OERs content is excellent. • But it is also found that some respondents stated that OERs are not offering any advantages of their stream of study.

Problems in accessioning the OERs: • The respondents have shown their attitude about the

Problems in accessioning the OERs: • The respondents have shown their attitude about the problems in accessioning the OERs. Accessibility of OER depends on a number of factors. • According to responses received, users encounter problems when accessing OER 60 respondents agreed that low level of internet connectivity is the prime problem in accessing of OERs, 78 responded about inadequate numbers of computers at institution / college, while only 34 respondents stated that lack of personal devices is a problem in accessing the OERs online. • The results suggests that low level of internet connectivity, inadequate number of computers and power interruptions are the problems which are faced by users in accessing OER.

 • • Conclusions E-learning through open course wares is a chance for educators

• • Conclusions E-learning through open course wares is a chance for educators to increase teaching material outside of the lecture rooms and facilitate the scholars with a handy teaching material. Access to higher education via online learning, where the Internet is available, enables access to learning experiences that are rich, interactive, assessed for quality and carry the values and traits of the organizations that offer the online learning experiences. Access to higher education via OER is access to only part of a learning experience, and should be viewed as just one component in a learning system that includes other forms of support, assessment and credentialing. There is need for the University to create more awareness among students and staff so as to sensitize them on the available technology means of literature access and also to improve its information and communication technologies infrastructure for better utilization of its resources and services