Abstract
References
- Abramovich, S., & McBride, M. (2018). Open education resources and perceptions of financial value. The Internet and Higher Education, 39, 33–38.
- Asunka, S. (2008). Online learning in higher education in sub-Saharan Africa: Ghanaian university students’ experiences and perceptions. International Review of Research in Open and Distance Learning, 9(3), 1–23.
- Babbie. E. (2010). The practice of social research. (12th ed.) Thomson Wadsworth.
- Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
- Bozkurt, A. (2019). From distance to open and distance learning: A holistic evaluation of history, definitions, and theories. Handbook of research on learning in the age of transhumanism, IGI Global.
STUDENT TEACHERS’ EXPERIENCES IN USING OPEN EDUCATION RESOURCE IN THE OPEN DISTANCE LEARNING CONTEXT
Abstract
Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.
References
- Abramovich, S., & McBride, M. (2018). Open education resources and perceptions of financial value. The Internet and Higher Education, 39, 33–38.
- Asunka, S. (2008). Online learning in higher education in sub-Saharan Africa: Ghanaian university students’ experiences and perceptions. International Review of Research in Open and Distance Learning, 9(3), 1–23.
- Babbie. E. (2010). The practice of social research. (12th ed.) Thomson Wadsworth.
- Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71.
- Bozkurt, A. (2019). From distance to open and distance learning: A holistic evaluation of history, definitions, and theories. Handbook of research on learning in the age of transhumanism, IGI Global.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2022 |
| Submission Date | August 31, 2021 |
| Published in Issue | Year 2022 Volume: 23 Issue: 4 |