A Survey of the Awareness, Offering, and Adoption of OERs and MOOCs in Japan

Autor/inn/en	Shigeta, Katsusuke; Koizumi, Mitsuyo; Sakai, Hiroyuki; Tsuji, Yasuhiro; Inaba, Rieko; Hiraoka, Naoshi
Titel	A Survey of the Awareness, Offering, and Adoption of OERs and MOOCs in Japan
Quelle	In: Open Praxis, 9 (2017) 2, S.195-206 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shigeta, Katsusuke) ORCID (Koizumi, Mitsuyo) ORCID (Sakai, Hiroyuki) ORCID (Tsuji, Yasuhiro) ORCID (Inaba, Rieko) ORCID (Hiraoka, Naoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Resource Units; Shared Resources and Services; Large Group Instruction; Online Courses; Higher Education; Foreign Countries; Comparative Analysis; Educational Technology; Technology Uses in Education; Surveys; Hypothesis Testing; Colleges; Japan + Suchen Sie Ihr Suchwort? Gemeinwirtschaft; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Survey; Umfrage; Befragung; Hypothesenprüfung; Hypothesentest; College; Hochschule; Fachhochschule
Abstract	Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was conducted in 2015. A comparison with a similar study conducted in 2013 revealed that awareness of OERs has increased slightly and the number of MOOCs offered has increased significantly in the intervening two years. The increase of offerings and adoption was low for OERs but high for MOOCs. OERs are used to improve the learning environment for students, while MOOCs aim to promote lifelong learning. Only one-fifth of the institutions surveyed in 2013 offered MOOCs or advanced their plans to offer them in 2015, and institutions that did offer MOOCs or advance such plans to offer them after the previous survey tended to provide MOOCs for society and for promotional purposes, not only for themselves because Japanese institutions are self-sustainable in terms of open education activities, operating without the support of the government or foundations. [This paper was presented at the 2017 Open Education Consortium Global Conference, held in Cape Town (South Africa) in March 8th-10th 2017.] (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01