Open Educational Resources (OERs) and Courseware Development in Dual-Mode Universities in Nigeria

Autor/inn/en	Ofoegbu, Onyema Theresa; Asogwa, Uche Donatus; Ogbonna, Chimaobi Samuel
Titel	Open Educational Resources (OERs) and Courseware Development in Dual-Mode Universities in Nigeria
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1811-1833 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogbonna, Chimaobi Samuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10014-7
Schlagwörter	Foreign Countries; Higher Education; Distance Education; Open Education; Educational Technology; Technology Uses in Education; Blended Learning; Courses; Barriers; Courseware; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kursangebot; Lernsoftware
Abstract	With increased emphasis on accessibility and quality education in tertiary institutions, open and distance learning (ODL) is occupying the center stage in Nigeria. Open educational resources (OERs) is becoming a valuable alternative to improving access to high-quality educational content released under open licenses by outstanding universities worldwide. Some conventional universities in Nigeria now offer both face-to-face and ODL courses, making them dual-mode. However, the universities who employ this dual-mode system are faced with the challenges of developing viable ODL courses. This study examined the extent the courseware developers in these universities in Nigeria use and publish their courses as OER and barriers to the effective utilization and publishing of OER especially in their institutional repositories (IR). The research instrument was designed as a descriptive survey. The sample for the study consists of 73 courseware developers selected from four dual-mode universities in Nigeria. The findings of the study showed that course developers in dual-mode universities do not use OER to a high extent nor publish OER to a high extent in their IR. It was observed that they experience more barriers with publishing of OER than with use of OER. Among others, it is recommended that there should be more awareness around this framework and course developers should be encouraged through incentives for greater participation in the use and publishing of OER in IRs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01