Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44907

Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education

File Description Size Format  
Final Copy Edited.docx Final Copy Version 73.06 kB Microsoft Word XML View/Open
Interview Protocol - Faculty.docx Interview Protocol for Faculty 16.1 kB Microsoft Word XML View/Open
Interview Protocol - Instructor.docx Interview Protocol for Instructors 17.31 kB Microsoft Word XML View/Open
Interview Protocol - Developers.docx Interview Protocol for Resource Developers 17.63 kB Microsoft Word XML View/Open
Interview Protocol - OER Technologist.docx Interview Protocol for the OER Technologist 16.3 kB Microsoft Word XML View/Open
show less

Item Summary

Title:Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education
Authors:Tillinghast, Beth
Keywords:Open Educational Resources
OER
OER-enabled pedagogy
Unified Theory of Acceptance and Use of Technology
UTAUT
Date Issued:16 Jul 2020
Publisher:The International Academic Forum
Citation:Tillinghast, B. (2020). Developing an Open Educational Resource and Exploring OER-Enabled Pedagogy in Higher Education. IAFOR Journal of Education: Technology in Education, 8(2). https://doi.org/10.22492/ije.8.2.09
Abstract:There is a growing trend in higher education to explore the various benefits of Open Educational Resources. This applies not only to the cost benefits, but also to potential pedagogical benefits as well. This study explores the process of developing and implementing an Open Educational Resource for an undergraduate course and experimenting with OER-enabled pedagogy. Interview data provide an account of this process, outlining challenges and highlighting insights, which might prove useful for other professionals contemplating the move toward developing Open Educational Resources. Interview data are also organized using the Unified Theory of Acceptance and Use of Technology constructs pertaining to attitude, performance expectancy, effort expectancy, social influence, technology self-efficacy, and facilitating conditions. A qualitative interpretive approach was then used to analyze the data. Analysis indicates that most of the constructs can strongly influence faculty to adopt Open Educational Resources but that “social influence” has no effect on adoption. Findings also include reflections on OER-enabled pedagogy as it was applied in the course. These findings indicate that OER-enabled pedagogy has the potential for increasing student engagement, though this potential has not yet been realized. Finally, findings provide an outline of recommendations that might guide others when considering developing and implementing Open Educational Resources.
Pages/Duration:159-174
URI:http://hdl.handle.net/10125/44907
DOI:doi.org/10.22492/ije.8.2.09
Rights:CC-By
Attribution 3.0 United States
http://creativecommons.org/licenses/by/3.0/us/
Journal:IAFOR Journal of Education: Technology in Education
Volume:8
Issue/Number:2
Appears in Collections: Tillinghast, Beth


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

This item is licensed under a Creative Commons License Creative Commons