Adoption and Impact of OER in the Global South.

Cover -- Title page -- Copyright page -- Contents -- Acknowledgements -- About the editors -- Foreword by Tel Amiel -- Foreword by Matthew Smith -- Section 1 - Overview -- Contents -- Chapter 1. Research on Open Educational Resources for Development in the Global South: Project landscape -- Acronyms and abbreviations -- Introduction -- Open Educational Resources: Definitions and research -- Educational challenges facing the Global South -- Unequal access to education -- Variable quality of education -- Increasing costs and concerns about the sustainability of education -- OER as a response to educational challenges in the Global South -- The ROER4D project -- Project formulation -- Methodological approach and participant profile -- Edited volume overview -- Conclusion -- References -- Chapter 2. Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project -- Summary -- Acronyms and abbreviations -- Introduction -- OER and Open Educational Practices -- OER and OEP as components of an Open Education cycle -- Factors influencing OEP and OER -- Structural factors -- Cultural factors -- Agential factors -- Methodological approach -- Findings -- Variable awareness of OER amongst educators and students -- Better access to infrastructure for educators than for students -- The conceptualisation stage in the use, creation and adaptation of OER -- The OER use phase -- Use of existing OER reported more frequently by educators than students -- Selecting OER challenging for educators given the volume of online resources -- Educators valued having a repository of materials relevant to their context -- Locating OER a time-consuming process for educators -- Use of OER in its original form or not at all -- Educators' lack of awareness that they are using OER -- The OER creation phase.

Limited creation of OER, especially by students -- Lack of legal permission for educators to share the OER they create -- Low digital proficiency inhibits OER creation by educators and students -- Participation in professional development networks aids collaborative OER creation -- Co-creation among students and educators still a nascent activity -- Curating original OER more likely with government, institutional or project support -- Informal sharing of materials more frequent than sharing via formal OER distribution channels -- Quality assurance more likely within institutional or project initiatives -- Formal critique or feedback more easily actionable in institutional initiatives -- The OER adaptation phase -- Limited adaptation of OER by educators and students -- OER more readily adapted by institutions if coherent collections of OER are available -- Predominance of English-based OER requires a level of fluency in English -- Workshops needed to model and provide experience in OER adaptation -- Adapted OER not always re-curated by educators and seldom by students -- Need for ongoing support from institutional policy-makers and OER champions -- Factors influencing stages of the Open Education cycle -- Discussion -- Factors influencing access to educational materials -- Factors influencing the quality of educational materials -- Factors influencing the quality of pedagogy -- Factors influencing student performance -- The incomplete Open Education cycle -- Structural, cultural and agential factors influencing OER adoption for access to affordable, good-quality education -- Conclusion -- Acknowledgements -- References -- Chapter 3. OER use in the Global South: A baseline survey of higher education instructors -- Summary -- Acronyms and abbreviations -- Introduction -- Literature review -- Demographics -- Infrastructure -- Institutional environment.

Instructor attitudes -- Pedagogical practices -- Methodology -- Site selection -- Operations -- Instrument design -- Step 1: Define the constructs -- Step 2: Develop and assess the questions -- Step 3: Pilot the survey -- Random sampling -- Survey administration -- Data analysis -- Data sharing -- Findings -- Instructors' demographics -- Region and country -- Gender -- Age -- Digital proficiency -- Highest educational qualification -- Teaching discipline -- Position at HEI -- Infrastructure -- Location of internet access -- Devices used to connect to the internet -- Internet cost -- Internet speed -- Internet stability -- Institutional environment -- Institutional perspective on OER -- Instructor attitudes -- Perspective on legal use of materials on the internet -- Willingness to use OER again -- Open licensing -- Discussion -- OER use rates -- Variables affecting OER use -- Demographics -- ICT infrastructure -- Institutional environment -- Attitudes -- Pedagogical practices -- Conclusion -- Acknowledgements -- References -- Section 2 - South America -- Contents -- Chapter 4. Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay -- Summary -- Acronyms and abbreviations -- Introduction -- Brief overview of Open Access and OER initiatives in Latin America -- Methodology -- Findings -- Variety of funding streams demonstrating the level of state support in public higher education -- Evidence of development and implementation of strengthening programmes in science, technology and innovation -- Variety of manifestations of Open Education policies originating from HEIs or state funding agencies -- Conclusion and recommendations -- Acknowledgements -- References -- Chapter 5. Co-creation of OER by teachers and teacher educators in Colombia -- Summary -- Acronyms and abbreviations -- Introduction.

Sociocultural context -- Educational context -- Technosocial context -- Conceptual and theoretical framework -- Methodology -- Research site -- Research participant selection process -- Research process -- Data collection -- Data analysis -- Findings -- Approach stage: Opening the reality of creation, adoption and curation of OER in Colombian schools -- Deepening stage: Establishing the foundation to promote the adoption of OER in Colombian schools -- Condensation stage: Collaborating in context for the adoption of OER in Colombian schools -- Discussion -- Conclusion -- Acknowledgements -- References -- Chapter 6. Effectiveness of OER use in first-year higher education students' mathematical course performance: A case study -- Summary -- Acronyms and abbreviations -- Introduction -- Literature review and conceptual framework -- Literature review -- Conceptual framework -- Methodology -- Quantitative method to address research questions 1 and 2: What is the effect of OER use on first-year students' mathematics course performance and class attendance? -- Mixed methods to address research question 3: What are teachers' and students' perceptions of the OER adoption process? -- Quantitative data analysis -- Mixed-methods data analysis -- Data sharing -- Findings -- Estimation of the effect of OER use on student mathematical course performance -- OER effect in School of Engineering blended Algebra and Calculus courses (Scenario 2) -- Student and teacher perceptions of the use of OER -- Student and teacher perceptions of platform functionality -- Student survey responses relating to the use of OER -- "The resources led to fewer students attending contact-mode classes" -- "My teacher taught us well on how to use these resources" -- "I think the course ends up having too many videos, sometimes it exhausted me" -- "The platform was sometimes too childish".

Evaluation questions inquiring how students rated different aspects of OER -- Positive aspects of resource use -- Main problems in resource use -- Suggestions to improve OER use -- Discussion -- Conclusion -- Acknowledgements -- References -- Section 3 - Sub-Saharan Africa -- Contents -- Chapter 7. Tracking the money for Open Educational Resources in South African basic education: What we don't know -- Summary -- Acronyms and abbreviations -- Introduction -- Background -- Schools and OER: Evidence for reduced cost -- Context of the present study -- Method -- Findings -- Provincial versus national budget allocation in the South African basic education system -- Procurement and delivery of LTSM -- A South African OER initiative -- Challenges in tracking LTSM-related expenditure -- Discussion and conclusion -- References -- Chapter 8. Teacher educators and OER in East Africa: Interrogating pedagogic change -- Summary -- Acronyms and abbreviations -- Introduction -- Regional context -- Mauritius -- Tanzania -- Uganda -- Literature review and theoretical framework -- Teacher education: Problems of practice -- OER use and impact -- Theoretical framework -- Methodology -- Data generation and analysis -- Study-site OER contexts -- Sample profile -- Ethics -- Findings -- Access to and awareness of OER -- Familiarity with online resources and OER -- Engagement with OER -- Levels of engagement -- Purpose of OER use -- Pedagogic change through OER use -- Engagement with multiple valued forms of knowledge -- Students as autonomous agents in their learning -- Moving to a participatory learning culture (informal and formal learning) -- Conclusion -- Acknowledgements -- References -- Chapter 9. Factors shaping lecturers' adoption of OER at three South African universities -- Summary -- Acronyms and abbreviations -- Introduction -- Background -- Research questions.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.