Uptake of OER by Staff in Distance Education in South Africa

Autor/inn/en	de Hart, Kerry; Chetty, Yuraisha; Archer, Elizabeth
Titel	Uptake of OER by Staff in Distance Education in South Africa
Quelle	In: International Review of Research in Open and Distributed Learning, 16 (2015) 2, S.18-45 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Distance Education; Educational Resources; Resource Units; Computer Uses in Education; Shared Resources and Services; Open Education; Intellectual Property; Copyrights; Barriers; Certification; Educational Planning; Strategic Planning; Participation; Decision Making; Program Implementation; Universities; College Faculty; Surveys; South Africa + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Bildungsmittel; Computernutzung; Gemeinwirtschaft; Offene Erziehung; Offener Unterricht; Geistiges Eigentum; Abschlusszeugnis; Zertifizierung; Bildungsplanung; Strategy; Planning; Strategie; Planung; Teilnahme; Decision-making; Entscheidungsfindung; University; Universität; Fakultät; Survey; Umfrage; Befragung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Open Educational Resources (OER) emerged within the context of open education which is typically characterized by the sharing of knowledge and resources and the exchange of ideas. Unisa as a mega open distance learning (ODL) university has publicly communicated its intention to take part in the use and creation of OER. As global and local university research on OER is limited, this prompted an investigation to gauge the uptake of OER at Unisa, by staff, with the purpose of institutional information gathering for decision making and planning in this area. During 2014, a survey was undertaken for this reason. The survey examined knowledge of OER, Intellectual Property (IP) Rights and Licensing, participation in OER, barriers to OER and OER in the Unisa context with a view to determining the stage at which the institution is in terms of adopting and engaging with the OER initiative. The results indicated that although there is knowledge and understanding of OER, this has not been converted into active participation. It further highlighted the barriers that are prohibiting the operationalization of OER and resulted in recommendations for planning and activities in respect of OER. The constructs investigated and the results thereof might not be generalizable to other contexts, although commonalities are likely. The insights should prove useful to a variety of contexts. The paper illustrates the need for institutions, irrespective of context, to take stock of the impact of initiatives and in this case evaluate how the institution and staff mature through various phases in the uptake of OER in order to guide effective planning, decision making and implementation. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01