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Journal articles on the topic 'Open Courseware'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Baldi, Stefan, Hauke Heier, and Anett Mehler-Bicher. "Open courseware and open source software." Communications of the ACM 46, no. 9 (September 2003): 105–7. http://dx.doi.org/10.1145/903893.903922.

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OTAKI, Yurina, and Takeo FUJIWARA. "Direction and Challenge of Todai Open Courseware." Journal of JSEE 60, no. 6 (2012): 6_176–6_178. http://dx.doi.org/10.4307/jsee.60.6_176.

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3

Malloy, Thomas E., Gary C. Jensen, Alison Regan, and Mary Reddick. "Open courseware and shared knowledge in higher education." Behavior Research Methods, Instruments, & Computers 34, no. 2 (May 2002): 200–203. http://dx.doi.org/10.3758/bf03195443.

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4

Thiruvathukal, George K. "Accelerating Learning with Distance Education and Open Courseware." Computing in Science & Engineering 14, no. 4 (July 2012): 4–5. http://dx.doi.org/10.1109/mcse.2012.70.

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5

Swigart, Valerie, and Zhan Liang. "Digital resources for nursing education: Open courseware and massive open online courses." International Journal of Nursing Sciences 3, no. 3 (September 2016): 307–13. http://dx.doi.org/10.1016/j.ijnss.2016.07.003.

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6

Jessup, Carol M. "Experimenting With Managing The Digital Enterprise Open Courseware In The AIS Course." Review of Business Information Systems (RBIS) 6, no. 4 (October 1, 2002): 45–42. http://dx.doi.org/10.19030/rbis.v6i4.4550.

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The experience of an AIS professor over two semesters in using an open courseware site, Managing the Digital Enterprise is discussed. To keep this experiment from supplanting existing course requirements, integration with Webboard technology facilitated the efficient use of class time. Initial instructional design flaws related to random scheduling of online assignments and assessment concerns were overcome the following semester. In addition to describing the courseware site and companion instructors guide, informal student feedback is provided.
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VLADOIU, Monica. "State-of-the-Art in Open Courseware Initiatives Worldwide." Informatics in Education 10, no. 2 (October 15, 2011): 271–94. http://dx.doi.org/10.15388/infedu.2011.19.

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Huang, Wen-Hao David, Meng-Fen Grace Lin, and Wendi Shen. "Understanding Chinese-speaking open courseware users: a case study on user engagement in an open courseware portal in Taiwan (Opensource Opencourse Prototype System)." Open Learning: The Journal of Open, Distance and e-Learning 27, no. 2 (June 2012): 169–82. http://dx.doi.org/10.1080/02680513.2012.678614.

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9

Kayal, Soumen, and Baisakhi Das. "E-Learning System of Asia Through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information." International Journal of Web-Based Learning and Teaching Technologies 12, no. 2 (April 2017): 43–54. http://dx.doi.org/10.4018/ijwltt.2017040103.

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One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In recent years E-learning has changed sophisticatedly in teaching method in higher education of Asian countries. The success of E-learning depends on the some circumstance like learning effectiveness, cost effectiveness, institutional commitment, access, faculty satisfaction, and student's satisfaction. Accessing has become more widely permitted through the open courseware. Open Courseware is one of the effective new types of E-learning system raised in recent years. This paper discusses the importance of e-learning system in higher education, and universal access to knowledge and information in the network and digital environment through Open Courseware. Some of the major initiatives and the targets segments covered by the online education have also been studied in this article.
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Mejabi, Omenogo Veronica, Muhtahir Oluwaseyi Oloyede, Adesina Lukuman Azeez, and Adeyinka Adedoyin. "Analysis of Open Data in Courseware of Universities in Nigeria." Malaysian Journal of Distance Education 17, no. 2 (2016): 17–35. http://dx.doi.org/10.21315/mjde2015.17.2.2.

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Schuwer, Robert. "Days of future passed, the history of OEGlobal in titles." Open Praxis 10, no. 2 (April 20, 2018): 103. http://dx.doi.org/10.5944/openpraxis.10.2.861.

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This special issue contains some of the almost 180 accepted contributions of this years’ Open Education Global conference (OEGlobal), organized in Delft from 24-26 April 2018. These annual global conferences are organized by the Open Education Consortium (until 2014 named Open Courseware Consortium), together with a local institution. The first edition in this series of conferences was organized in 2005 by the Utah State University in Logan.
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12

Wani, Zahid Ashraf, and Adil Ahmad Sofi. "Retrieval efficiency of select search engines vis-à-vis diverse open courseware formats." Electronic Library 34, no. 3 (June 6, 2016): 457–70. http://dx.doi.org/10.1108/el-08-2014-0132.

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Purpose This paper aims to gauge the visibility of open content available in different formats of select open courseware (OCW) repositories through prominent search engines. Design/methodology/approach Open content in three formats (pdf, audio and video) from four OCW repositories listed in the OCW consortium under the science and technology subject heading were searched through seven select search engines. Findings None of the selected OCW repositories are fully visible on the selected search engines. Visibility of OCW content varied from one search engine to the other and was affected by the format in which it is available. Google is the best search engine for retrieving OCW content, whereas OCWfinder – a specialized search engine for retrieving OCW – has performed dismally. Research limitations/implications The study demonstrates the need for enhancing the visibility of open content through using search engine optimization techniques. Originality/value The study intends to supply findings that could be used by stakeholders to improve the visibility of OCW repositories. It is an attempt to draw a comparison between search engines for their ability to index different formats of OCW in the selected repositories. Findings can be used by information professionals to brush their information hunting skills.
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13

Harikrishnan, Hemanathan, Noor Dayana Abd Halim, Jamalludin Harun, and Shalini Arjunan. "Constructivist Digital Game-Based Learning Courseware for Slow Learners with Numeracy Difficulties." Environment-Behaviour Proceedings Journal 6, SI4 (July 31, 2021): 75–80. http://dx.doi.org/10.21834/ebpj.v6isi4.2904.

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DGBL is a suitable tool for teaching slow learners, as it allows them to engage actively and practice DGBL Courseware as a learning tool. This paper aims to identify slow learners' difficulties in Mathematics. The develop a DGBL Courseware incorporating Constructivism principles and Engagement Game-Based Elements by Prensky. The research method focuses on following stages: requirement analysis, design and development, including alpha testing by validation from experts, and beta testing, which is user acceptance test to support the efficiency and effectiveness of the Courseware for further improvement. Keywords: Constructivism, Digital Game-Based Learning, Slow Learners, Mathematics eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2904
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Ofoegbu, Onyema Theresa, Uche Donatus Asogwa, and Chimaobi Samuel Ogbonna. "Open educational resources (OERs) and courseware development in dual-mode universities in Nigeria." Educational Technology Research and Development 69, no. 3 (June 2021): 1811–33. http://dx.doi.org/10.1007/s11423-021-10014-7.

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15

Rahmat, Mohd Khairul Azlan, and Siti Zuraida Maaruf. "The Evaluation and Implementation on the Development of Stimulation Setting using CTML Model." Social and Management Research Journal 16, no. 1 (June 26, 2019): 41. http://dx.doi.org/10.24191/smrj.v16i1.6080.

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This research aimed to identify the possibility and opportunity to implement the stimulation room courseware for drawing studies method in additional and substitute for the outdoor learning and indoor learning method in the teaching and learning of Drawing Studies subject in tertiary level of art education in Malaysia. Thus, this research is conducted in order to develop the stimulation room courseware for drawing studies that will be an optional teaching aid for the subject. This courseware and method will be an integrated use of ICT in the Visual Art Education field. This research was conducted by utilising the design development research (DDR) that consisted of three (3) phases. Phase 1: Needs Analysis, Phase 2: Design and Development and Phase 3: Implementation and Evaluation. However, for the purposed of this article, the researchers will only discuss Phase 3, that is the Implementation and Evaluation phase. The data was collected by the usability test form that has been given to three (3) experts in different fields; one (1) expert on videography, one (1) expert on interface design and one (1) expert on graphic design. The purpose of having this three (3) experts was to evaluate and provide feedbacks on the stimulation room courseware for drawing studies. Pre-test and post-test were carried out by eight (8) students of Art and Design that have undergone the subject of Drawing Studies using open-ended questionnaire. The feedbacks were then subjected to evaluation and assessment by two (2) experts in Drawing Studies. Based on the findings, the development of the stimulation method and the courseware is relevant and has possibilities for implementation in tertiary level art education in Malaysia.
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Yu, Yan, and Jian Hua Wang. "Model Design of Universal Open Intelligent Classroom Teaching Software." Advanced Materials Research 566 (September 2012): 207–12. http://dx.doi.org/10.4028/www.scientific.net/amr.566.207.

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This paper discusses the development of CAI and finds out the existing problems through the analysis of usage of teaching courseware in the class in the school education in China as well as the application of computer technology in current teaching. Meanwhile, it proposes the promotion of this universal open intelligent classroom teaching software in classroom teaching and a number of principles to follow in its design. Furthermore, the paper elaborates the model structure and detailed functions of each model of this software after full evaluation. The application of this universal open intelligent classroom teaching software will certainly improve teaching efficiency and enhance teaching effectiveness and teaching quality further.
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Tsai, Shu-Chiao. "Courseware integration into task-based learning: a case study of multimedia courseware-supported oral presentations for non-English major students." ReCALL 23, no. 2 (May 16, 2011): 117–34. http://dx.doi.org/10.1017/s0958344011000048.

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AbstractThis study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability.
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Anuar, Roslaili, Shahriman Zainal Abidin, Wan Zamani Wan Zakaria, and Sharkawi Che Din. "The TPSACK Framework Implementation in Measuring the Technological, Pedagogical, Skills and Content Knowledge by Using Courseware." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 217–23. http://dx.doi.org/10.21834/ebpj.v5isi3.2553.

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This study examines the implementation of the TPSACK courseware, which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge of the Art and Design Education (ADE) students. The courseware was developed based on Dick and Carey Instructional Design Model (2009), which addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. Respondents from 130 students were gathered to analyze the courseware. Quantitative method was used to conduct a survey which is explored through SPSS. Results show a significant role in integrating technology with specific artistic skills to improve the students’ knowledge. Keywords: TPACK framework; TPSACK framework; artistic skills eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2553
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Chang, Kuang-Hua, and Jawanza Bassue. "Green tricycle design through experiential learning — an open courseware enriching engineering curriculum and entrepreneurship." Computer-Aided Design and Applications 14, no. 6 (February 21, 2017): 823–32. http://dx.doi.org/10.1080/16864360.2017.1287758.

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20

Brenes Matarrita, Olga Ligia. "Iniciativa Open Courseware. El caso de la Cátedra Tecnologías Informáticas para la Educación, UNED." Innovaciones Educativas 13, no. 18 (May 1, 2012): 67–76. http://dx.doi.org/10.22458/ie.v13i18.583.

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El presente trabajo realiza una descripción de la iniciativa de Software Educativo Abierto u Open Course Ware (OCW) en las instituciones de educación superior. Se tratará, entre otros aspectos, la experiencia de la incorporación en el proyecto OCW de dos cursos de la Cátedra Tecnologías Informáticas para la Educación coordinada por la Mag. Olga Ligia Brenes Matarrita, los cuales se imparten dentro del plan de estudios del Programa de Informática Educativa de la Escuela de Ciencias de la Educación, de la Universidad Estatal a Distancia (UNED) de Costa Rica
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21

Chandriki, Triveni, and Kiran P. Savanur. "The Role and Impact of an Open Courseware Learning Management System in Higher Education." Asian Journal of Information Science and Technology 10, no. 2 (November 5, 2020): 34–39. http://dx.doi.org/10.51983/ajist-2020.10.2.305.

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The essential cause of this find out about to check out the influence of e-learning in greater education. The learn about observed out that the use of e-learning structures suggests a fine effect on scholar studying in greater training current world. Most instructors utilized e-learning gadget as presentation and education device in educating and learning. Higher training establishments advantage from the use of an Open Courseware Learning Management System in the following ways: teacher and pupil get entry to to mastering content material each time and anywhere, a centralized supply of learning, monitoring and reporting equipment to beautify pupil getting to know and performance, elevated effectivity in scholar things to do such as undertaking submission, accelerated communication, and mastering analytics. Higher schooling is widely described as one of key drivers of increase performance, prosperity, and competitiveness.
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Çakmak, Tolga, Nevzat Özel, and Muharrem Yılmaz. "Evaluation of the Open Course Ware Initiatives within the Scope of Digital Literacy Skills: Turkish Open CourseWare Consortium Case." Procedia - Social and Behavioral Sciences 83 (July 2013): 65–70. http://dx.doi.org/10.1016/j.sbspro.2013.06.014.

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23

Al MUSAWİ, Abdul Mutalib Sharaf Ali, Dawood Abdulmalek Yahya Al-Hidabi, Tunku Badariah Binti Tunku Ahmad, and Mohamed El TAHİR OSMAN MAKKİVİ. "THE OPEN ACCESS FOR THE EDUCATION CONTENTS AT ARAB OPEN UNIVERSITY ACCORDING TO STUDENT ORIENTATION MODERN TECHNOLOGIES AND THE INTERNATIONAL ATTITUDES." vol 5 issue 15 5, no. 15 (December 29, 2019): 1553–72. http://dx.doi.org/10.18769/ijasos.592129.

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This quantitative study aims to identify the open access and feasibility of methods for the education contents at Arab Open University, under the level of trends of methods at Arab Open University. The study sample of consisted of 30 students from the fourth Master Program batch. The study utilized two measurements for data collection. The study found that the digital repositories, directory of open access and electronic books are considered the usable resources for student. While the open access is the lowest source that student use. Moreover, the study found the legal and technical obstacles are one of the most obstacles are one of the most that face open access at Arab Open University. However, technological and moral obstacles that face open access in Arab Open University. Finally, researcher suggested the number of recommendation and proposals that support open access at the university. Keyword: Open access, Digital Repositories, Journals, e-Books, Open Courseware
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Halpern, Joshua B., and Delmar S. Larsen. "Driving Broad Adaptation of Open On Line Educational Resources." MRS Advances 2, no. 31-32 (2017): 1707–12. http://dx.doi.org/10.1557/adv.2017.256.

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ABSTRACTThe world is full of educational materials created by faculty but there has been insufficient progress in disseminating even the best of these and without broad dissemination there is little penetration of open materials into higher education. Dissemination of open educational materials cannot be limited to textbooks but systems must be created to support students and faculty as are provided by commercial publishers. LibreTexts addresses this across a broad range of science and technology fields with a new reach into social science and liberal arts. LibreTexts design makes it simple for instructors to build their own courseware, either by mapping components created by others or writing their own. LibreTexts is working towards implementing a complete learning management system including testing software, homework systems guided by artificial intelligence, classroom response software and more to provide an open, online educational system suited to the students and faculty of today.
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Buchan, Janet. "Developing a Dynamic and Responsive Online Learning Environment." International Journal of Open Source Software and Processes 2, no. 1 (January 2010): 32–48. http://dx.doi.org/10.4018/jossp.2010010103.

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Charles Stuart University adopted the open source software, Sakai, as the foundation for the university’s new, integrated Online Learning Environment. This study explores whether a pedagogical advantage exists in adopting such an open source learning management system. Research suggests that the community source approach to development of open source software has many inherent pedagogical advantages, but this paper examines whether this is due to the choice of open source software or simply having access to appropriate technology for learning and teaching in the 21st century. The author also addresses the challenges of the project management methodology and processes in the large-scale implementation of an open-source courseware management solution at the institutional level. Consequently, this study outlines strategies that an institution can use to harness the potential of a community source approach to software development to meet the institutional and individual user needs into the future.
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Switzer, Ralph V., and Jamie S. Switzer. "Strategic Design of an Interactive Video Learning Lab (IVL)." Journal of Educational Technology Systems 21, no. 4 (June 1993): 313–20. http://dx.doi.org/10.2190/hey0-yh41-74ay-qmqa.

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The purpose of this study was to research elements necessary for design of an interactive video learning lab (IVL) for business courses. A properly designed interactive video-learning lab will provide state-of-the-art training and educational materials, in a facility open twenty-four hours a day if needed. With the self-paced, personalized learning available with IVL, learning times can decrease while retention is increased. Using available courseware individualized instruction can be offered on topics not currently covered in the business curriculum.
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Stafford, Daniel, and Robert Flatley. "OASIS: Openly Available Sources Integrated Search." Charleston Advisor 21, no. 3 (January 1, 2020): 40–43. http://dx.doi.org/10.5260/chara.21.3.40.

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OASIS is a freely available librarian developed OER search tool. It currently searches almost 100 sources from reputable organizations such as Cornell Open, OpenStax, and MIT Open Courseware with new content being added regularly. Source types include textbooks, courses, course materials, simulations, books, audiobooks, videos, podcasts, learning objects, and primary sources. Users can search OASIS directly from the search box on the main page or use the advanced search option. Search functionality works well but there are no options to sort results by relevancy or date. However, users can filter results by type, subject, source, license and reviews. The pages are clear and easy to read and there were only minor issues with accessibility. Overall OASIS is a good search tool for finding quality OER materials.
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Rhoads, Robert A., Jennifer Berdan, and Brit Toven-Lindsey. "The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions about the Movement's Democratic Potential." Educational Theory 63, no. 1 (February 2013): 87–110. http://dx.doi.org/10.1111/edth.12011.

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Suresh, K., and P. Srinivasan. "Massive Open Online Courses – Anyone Can Access Anywhere at Anytime." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 96–101. http://dx.doi.org/10.34293/education.v8i3.2458.

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Information Communication Technology influences all dimensions of education. Especially in distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district,e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Indian distance education and providing open education to massive through MOOCs. This paper portrayed on Massive Open Online Course (MOOC), its different types of MOOCs, platforms for MOOCs, MOOCs in India, and its merits.
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Xu, Ling, Jingjing Zhang, and Qinhua Zheng. "The landscape of Chinese open educational resources research." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 230–41. http://dx.doi.org/10.1108/cwis-09-2013-0056.

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Purpose – After the official definition of Open Educational Resources (OER) at the Forum on Open Courseware for Higher Education in Developing Countries in 2002, the concept was soon introduced to China and popularised among scholars, practitioners, and educators. After ten years of proliferation, it is important to explore the landscape of Chinese OER research. The paper aims to discuss these issues. Design/methodology/approach – This paper adopts social network analysis (SNA) to analyse the network defining the citations of 133 OER journal articles published in China. Findings – The findings illustrate that the academic circle of OER in China is small, which leads to restricted innovation. Most publications are produced by researchers working at comprehensive universities and normal universities (teachers colleges). Research limitations/implications – In these universities, a number of active OER researchers are emerging, but no OER research team can be identified from their citation networks. Currently, most OER research is still descriptive research, and only few case studies are being to gradually be conducted. Practical implications – As the Chinese OER research is still in the initial stage, more research projects in OER need to be explored to construct higher quality and more influential open content to achieve deep openness. Originality/value – In the literature, no one has adopted the SNA to analyse the citation network of Chinese OER research.
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Nguyen, Chinh, Heather Davis, Geoff Sharrock, and Kay Hempsall. "Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers." Information Resources Management Journal 27, no. 2 (April 2014): 47–60. http://dx.doi.org/10.4018/irmj.2014040104.

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MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.
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Anderson, Terry. "Open access scholarly publications as OER." International Review of Research in Open and Distributed Learning 14, no. 2 (June 3, 2013): 81. http://dx.doi.org/10.19173/irrodl.v14i2.1531.

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<p>This article presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed, scholarly articles as open educational resources (OER). The scholarly and professional discourse related to open educational resources has largely focused on open learning objects, courseware, and textbooks. However, especially in graduate education, articles published in scholarly journals are often a major component of the course content in formal education. In addition, open access journal articles are critical to expanding access to knowledge by scholars in the developing world and in fostering citizen science, by which everyone has access to the latest academic information and research results. In this article, I highlight some of the challenges, economic models, and evidence for quality of open access journal content and look at new affordances provided by the Net for enhanced functionality, access, and distribution.</p><p> </p><p>In the seventeen years since I graduated with a doctorate degree, the climate and acceptance of open access publishing has almost reversed itself. I recall a conversation with my PhD supervisor in which he argued that publishing online was not a viable option as the product would not have permanency, scholarly recognition, or the prestige of a paper publication. His comments reflect the confusion between online resources and those described as open access, but as well illustrate the change in academic acceptance and use of open access products during the past decade. The evolution from paper to online production and consumption is a disruptive technology in which much lower cost and increased accessibility of online work opens the product to a completely new group of potential users. In the case of OER these consumers are primarily students, but certainly access to scholars from all parts of the globe and the availability to support citizen science (Silvertown, 2009) should not be underestimated.</p>
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Mishra, V. K., Reshma Debbarma, Saumen Das, and Manoj Kumar Verma. "Awareness and Use of E-Learning Open Courseware among the Students of Tripura University, Agartala: A Case Study." International Journal of Information Dissemination and Technology 9, no. 4 (2019): 163. http://dx.doi.org/10.5958/2249-5576.2019.00040.2.

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34

Judith, Kate, and David Bull. "Assessing the potential for openness: A framework for examining course-level OER implementation in higher education." education policy analysis archives 24 (March 28, 2016): 42. http://dx.doi.org/10.14507/epaa.24.1931.

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The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners—ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses field-tested solutions to addressing those challenges at the faculty level, the programmatic level, and institutional level. The article concludes with an ontological framework that highlights the importance of weighing the efficiencies afforded by a higher level of institutional control in OER implementation efforts, with the need for individual freedom on behalf of faculty to creatively use and adapt OER.
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Xia, Fang Yi. "Exploring the Application of Voice Interactive Technology in Distance Language Teaching." Advanced Materials Research 225-226 (April 2011): 1204–7. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.1204.

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Rapid development of communication technologies has brought revolutionary changes to language teaching and learning. The use of computer technology has become an integral aspect of language learning. A diverse array of technologies, such as online learning platform, CD-ROMs, Multimedia Network Courseware, write site and videoconferencing etc. have been used to enhance distance language teaching, but they don’t provide opportunities for oral output since most of the communication tools are text-based. This poses great impediment to language learning, so, this research strongly recommends that voice interactive technology, such as Wimba Voice, should be applied to distance language teaching especially in Radio & TV Universities—China’s largest provider of open and distance education.
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Stein, Rebecca, and Gloria Allione. "MASS OPEN ON-LINE COURSEWARE (MOOCS) IN ECONOMICS: NEWS FROM THE FRONTIER OF A DISRUPTIVE TECHNOLOGY IN ECONOMICS EDUCATION." California Business Review 2, no. 2 (June 1, 2014): 45–50. http://dx.doi.org/10.18374/cbr-2-2.4.

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Stacey, Paul, Garin Fons, and Theresa M. Bernardo. "An open ecosystem engagement strategy through the lens of global food safety." F1000Research 4 (May 27, 2015): 129. http://dx.doi.org/10.12688/f1000research.6123.1.

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The Global Food Safety Partnership (GFSP) is a public/private partnership established through the World Bank to improve food safety systems through a globally coordinated and locally-driven approach. This concept paper aims to establish a framework to help GFSP fully leverage the potential of open models.In preparing this paper the authors spoke to many different GFSP stakeholders who asked questions about open models such as:what is it?what’s in it for me?why use an open rather than a proprietary model?how will open models generate equivalent or greater sustainable revenue streams compared to the current “traditional” approaches? This last question came up many times with assertions that traditional service providers need to see opportunity for equivalent or greater revenue dollars before they will buy-in. This paper identifies open value propositions for GFSP stakeholders and proposes a framework for creating and structuring that value.Open Educational Resources (OER) were the primary open practice GFSP partners spoke to us about, as they provide a logical entry point for collaboration. Going forward, funders should consider requiring that educational resources and concomitant data resulting from their sponsorship should be open, as a public good. There are, however, many other forms of open practice that bring value to the GFSP. Nine different open strategies and tactics (Appendix A) are described, including: open content (including OER and open courseware), open data, open access (research), open government, open source software, open standards, open policy, open licensing and open hardware. It is recommended that all stakeholders proactively pursue "openness" as an operating principle.This paper presents an overall GFSP Open Ecosystem Engagement Strategy within which specific local case examples can be situated. Two different case examples, China and Colombia, are presented to show both project-based and crowd-sourced, direct-to-public paths through this ecosystem.
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van der Linden, Elisabeth. "Feedback In Het Computerondersteund Talenonderwijs." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 64–70. http://dx.doi.org/10.1075/ttwia.33.09lin.

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One of the most important questions that has to be answered before we can start developing courseware for computer assisted language learning concerns the role feedback could or should play in this type of courseware. This question is the more important because in the last few years two tendencies seem to be developing in CALL: -one that stimulates and elaborates 'traditional' CALL-programmes, adapted as much as possible to the characteristics of the individual learners, taking into account the level of knowledge of the learner and providing feedback that is specifically adapted to the learners' responses; -other CALL-developers tend to propagate 'open-ended' programmes like adventures, simulations, that they consider more interesting and more motivating because they are closer to real-life situations. Making the first type of programme requires a huge amount of work: foreseeing and analyzing learners' responses and developing adequate feedback. The second type of programme is available and ready for use, no programming is necessary - but individual control and correction are not possible. Moreover, it is not very clear what learners do learn when working with these programmes. An essential difference between the two types of programmes is in the feedback they provide. If we want to be able to make a choice between these two approaches to CALL, we should know more about the role of feedback. That is what the project at the Univer-sity of Amsterdam described here wants to achieve.
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Ab Jalil, Habibah, Aini Marina Ma'rof, and Rosmaria Omar. "Attitude and Behavioral Intention to Develop and Use MOOCs among Academics." International Journal of Emerging Technologies in Learning (iJET) 14, no. 24 (December 19, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i24.12105.

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Several practice-oriented courses are currently integrated into online learning plat-forms, providing a new wave of instructional approaches among academics. These include the use of Open CourseWare and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to new teaching methods when practice-oriented courses are placed online. The primary purpose of this study is to determine levels of attitude and behavioural intention to develop and use MOOCs and the possible relationships between those variables. Partici-pants consisted of 238 academics in a Malaysian public university. Descriptive and Pearson Correlation analyses were employed to determine relationships. Re-sults show that: (a) respondents are receptive towards MOOCs as an alternative platform to deliver teaching content; (b) they are mostly ready to develop MOOCs; (c) they are generally prepared to use MOOCs in teaching and learning and (d) there are significant relationships between academic staffs’ attitude and behavioural intention to develop and use MOOCs. The findings of this study are pertinent in understanding MOOCs from the perspective of academics so that proper support can be provided accordingly.
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Hillier, Maureen, Donna Luff, and Elaine C. Meyer. "Innovative Communication Learning: Combining TED Talks and Reflective Writing for Nursing Students." Creative Nursing 26, no. 3 (August 1, 2020): 182–88. http://dx.doi.org/10.1891/crnr-d-19-00056.

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BackgroundAs educational programs compete with online and open courseware, TED (Technology, Entertainment, and Design) Talks provide meaningful complementary content that can be easily integrated into curricula.PurposeEvaluate an innovative approach to the standard lecture by combining media mixture with reflective writing.MethodsUndergraduate nursing students were asked to view a TED Talk and write a brief narrative reflection as part of their preparation for a communication class.ResultsThe video and reflective writing assignment were completed by 23/25 (92%) of students. Qualitative analysis of the reflective writing identified three primary themes: Communication as a Foundational Competency, Importance of Empathy, and Professional Role Development.ConclusionThis illustrative talk and narrative exercise provided an interactive learning experience for novice nurses that served as a compelling means to critically reflect on effective health-care communication skills, prior to entry into practice.
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Kushwaha, Rahul Chandra, Achintya Singhal, and Anupam Biswas. "E-Textbook Enrichment Using Graph Based E-Content Recommendation." Journal of Computational and Theoretical Nanoscience 17, no. 1 (January 1, 2020): 492–98. http://dx.doi.org/10.1166/jctn.2020.8696.

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This paper presents a novel computational technique for the enrichment of E-textbook using the recommendation of the open courseware, YouTube Videos, Wikipedia articles, Slideshare, Geogebra Applets and other relevant web contents. The research work is based on NCERT secondary class mathematics E-Textbook to improve the learning deficiency by enrichment of the book using augmentation of the relevant web contents. The text mining tool is used for the enrichment of the E-textbook using the relevant E-resources available from the web. A phrase graph based algorithmic framework has been developed to extract the mathematical concepts from the E-textbook and recommend the E-contents to the enrichment of the E-textbook. The proposed method provides more precise and relevant recommendations in comparison to the available methods.
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Pratidhina, E., W. Sunu Brams Dwandaru, and H. Kuswanto. "Exploring Fraunhofer diffraction through Tracker and spreadsheet: An alternative lab activity for distance learning." Revista Mexicana de Física E 17, no. 2 Jul-Dec (July 1, 2020): 285. http://dx.doi.org/10.31349/revmexfise.17.285.

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In this paper, we present an alternative for physics laboratory activity related to Fraunhofer diffraction in distance learning. The activity utilizes a demonstration video from MIT Open CourseWare, Tracker software, and spreadsheet. An online demonstration video is used because it is the most accessible resource during undesirable conditions such as COVID 19 pandemic. In the activity, students can explore diffractions phenomena with multiple slits. The effect of slit spacing and slit numbers to the intensity of light is investigated trough spectral analysis with Tracker. The investigation is followed by a discussion through the mathematical approach and visualization with spreadsheets. It will enrich students with a theoretical explanation of the observation. This distance learning activity allows students to develop their science process skills, mathematical and computational thinking skills, and conceptual understanding of Fraunhofer diffraction.
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Guzmán Parra, Vanesa F., and José Roberto Vila Oblitas. "Recursos educativos abiertos y uso de internet en enseñanza superior: el proyecto OpenCourseWare." Edutec. Revista Electrónica de Tecnología Educativa, no. 38 (December 20, 2011): a182. http://dx.doi.org/10.21556/edutec.2011.38.383.

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Por su importancia en la generación de recursos educativos abiertos, el presente trabajo expone el caso del proyecto OpenCourseWare, iniciativa por la que las universidades dan acceso abierto a los contenidos de sus asignaturas. Un OpenCourseWare es una publicación digital gratuita y abierta de materiales educativos de alta calidad organizados en cursos o asignaturas, a los que se le da acceso abierto para su uso y reutilización según una licencia Creative Commons.A pesar de que muchísimas instituciones de Educación Superior han apostado por el proyecto OpenCourseWare para promover generación y transmisión del conocimiento, sin embargo es un movimiento aún desconocido para los estudiantes como en este estudio hemos podido comprobar.Open educational resources and use of internet in higher education: OpenCourseWare projectAbstractThis paper analyzes the concept of open educational resources and describes the OpenCourseWare project which aims at providing free access to the contents of higher education courseware. OpenCourseWare is a free and open digital source of high quality educational materials, organized as courses. It is available for use and adaptation under an open license, such as Creative Commons license, and it does not typically provide certification or access to university.Although a number of universities have created OCW projects for the generation and transmission of knowledge, the idea is still unknown to students.
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Radin Salim, Kamilah, Morina Abdullah, Nor Liza Ali, and Rosmah Ali. "Usage of Online Learning Resources Among Academic Staff at Malaysian University." International Journal of Engineering & Technology 7, no. 3.25 (August 14, 2018): 16. http://dx.doi.org/10.14419/ijet.v7i3.25.17462.

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This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources.
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Radin Salim, Kamilah, Morina Abdullah, Nor Liza Ali, and Rosmah Ali. "Usage of Online Learning Resources among Academic Staff at a Malaysian University." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 1. http://dx.doi.org/10.14419/ijet.v7i3.30.18143.

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This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources.
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Xu, Long Cai, and Ning Chen. "Art Course Planning under Information Technology Environment." Advanced Materials Research 926-930 (May 2014): 4745–48. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4745.

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The development of network information technology has caused great changes in education. In modern art education technology practice, information technology is usually introduced into the teaching process to improve the teaching quality and efficiency. In this article, the art course planning contents, methods, ways of construction and problems under information technology environment are analyzed and explored. The art course planning contents under information technology environment includes informatization construction of the course, establishment of information network teaching materials and training of art practice ability. Its construction methods are needs assessment and target determination, organization and evaluation. On this basis, a dynamic and open system which is dominated by teachers and treats students as the core is built. The system must pay attention to solve the teachers, students, courseware and communication problems to realize the optimization of art course planning under information technology environment.
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Lee, Cheonjae, and Walter Timo de Vries. "Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management." Sustainability 11, no. 12 (June 14, 2019): 3280. http://dx.doi.org/10.3390/su11123280.

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Increasing globalization and the emergence of disruptive learning technologies have derived a pedagogical paradigm shift from the conventional on-campus higher education to the digital and online higher education. Massive open online courses (MOOCs), especially, are the most notable manifestation of educational transformation. We developed a MOOC entitled Introduction to Land Management (ILMx MOOC) for potential entrants to the land management domain, or for those who simply want to become aware of land-related challenges and brought together with thousands of participants worldwide with freely accessible course content and rooms for open discussion. Our experience with ILMx MOOC has accumulated new knowledge and insight across a broad range of questioning on how to design and develop alternative courseware and teach using digital learning technologies in land management. This paper examines an account of emerging patterns of demographics, geography, and course engagement throughout the ILMx MOOC. We found that the subject of land management in digital higher education affects gender gaps in enrolments. We also assume that the topic of land management has been globally recognized as an important nexus to guide professionals in international development studies and practices as well as sustainability research. However, new behavioral patterns of learners were also observed. They participated in the learning process very enthusiastically only during the first month of the course and this seems to be due to lack of motivation and interest to induce learners efficiently into the learning content. We believe that the culture of excellence in land management needs to be accompanied by engaged excellence and new forms of educational culture and work processes. This means that the high-quality and rigorous knowledge we produce and accumulate is coupled closely with new styles of educational development and delivery, new types of resources and hardware, and extensive engagement with countries, localities, people, and practices of those who handle land matters.
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Yadav, Rajan, Anurag Tiruwa, and Pradeep Kumar Suri. "Internet based learning (IBL) in higher education: a literature review." Journal of International Education in Business 10, no. 2 (November 6, 2017): 102–29. http://dx.doi.org/10.1108/jieb-10-2016-0035.

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Purpose The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research. Design/methodology/approach The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base. Findings The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system. Research limitations/implications Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper. Originality/value The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.
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Silvia, Florea, and Hoareau Mcgrath Cecile. "Governance and Adaptation to Innovative Modes of Higher Education Provision." Management of Sustainable Development 6, no. 1 (August 22, 2014): 35–38. http://dx.doi.org/10.2478/msd-2014-0005.

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Abstract In the context of the ever growing use of technology through e-learning and open-courseware, our paper describes a project that is being carried out by a consortium of twelve university partners and is coordinated by the University of Maastricht and RAND Europe (Cambridge). This project sets out to examine the evolution and sustainability of the innovative modes of higher education provision in teaching and learning across Europe, the motivations for their emergence as well as the ways in which higher education management and governance have responded and adapted to such new modes of provision. In the highly competitive sector of higher education (HE), while attempting to enhance the quality of teaching and learning, the increasing range of teaching and learning providers (encouraging both new delivery models and the ‘unbundling of delivery’ through partnerships, spin-out organisations, franchising, etc.), has challenged the ‘traditional’ model of university and stimulated changes in the provision and management of higher education. Our paper describes the general framework of the project, foregrounding the first preliminary results of the first European-wide analysis of such innovative modes of provision in teaching and learning in Europe.
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Saripudin, Saripudin, As'Ari Djohar, Dedi Rohendi, and Ade Gafar Abdullah. "Developing Information Technology in OpenCourseWare: From Movements to Opportunities in Asia." Indonesian Journal of Science and Technology 5, no. 3 (May 26, 2020): 308–20. http://dx.doi.org/10.17509/ijost.v5i3.24886.

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This paper aims to summarize and analyze the Developing Information Technology in Open CourseWare (OCW) movements and new opportunities in Asia in the context of supporting the education process in higher education that is in accordance with the recent demands for graduate competency supported by IT innovation. The review method is carried out in 3 stages: searching and downloading articles, filtering and sorting, and final screening. The results of this review show that the OCW movement in Asia is growing rapidly, among others, due to IT innovation, stakeholder commitment, public awareness, and the need for quality teaching materials. In the era of web 5.0 technology, lecturers must have the competencies to develop electronic activities through the Web that make students truly active so that online learning actually takes place rather than the electronic reading process. The impact of IT innovation has brought drastic changes in the field of education in the learning process has become an effective driving tool for improving learning outcomes and achieving educational goals, one of the most recent innovations is OCW. OCW movement in Asia has progressed rapidly and significantly, although they experience transformations in accordance with technological developments and needs in the field.
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