Open educational resources (OER) as a means for students’ self-directed learning

Author(s):

Rita Birzina(presenting / submitting)

Conference:

ECER 2014

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 09 B, Extended and Informal Education of Quality

Paper Session

Time:

2014-09-04

11:00-12:30

Room:

B232A/B Sala de Aulas

Chair:

Manuela Guillen

Contribution

One aspect of the topicality of present research is linked with development of technology: technological development is greater, and moves faster, than citizens’ abilities to adapt and understand them. There are technological innovations that will introduce significant improvements in quality, and provide interactive possibilities (Tornero, 2004).

The appearance of disruptive innovation like Massive Open Online Courses (MOOC) has the potential to transform higher education and create new competition and centres of excellence among universities worldwide. While the three main MOOC providers in the USA offer around 400 courses, with three million users worldwide, few European universities are providing MOOCs. A recent survey on MOOC sent to EUA (European university associations) members, shows that one third of the 200 European universities consulted were not even aware of what a MOOC is, and only one third were considering any MOOC-related initiative (Opening up Education, 2013).

Second aspect of the topicality of present research is linked with development of human needs to be better educated in life-long learning. The modern era (information and knowledge century) requires updated human need for self-education, self-development, to ensure better employment opportunities and quality of life, and challenging people – to realize their potential, developing themselves personally meaningful ways (Karnītis, 2002). The learning process is changed to adapt to each individual's needs (Finnis, 2003). The rapid flow of information accelerates the aging of knowledge, and adult learner will need to use the new information storage and search methods. It changes learning and teaching principles, and focus on memorizing moves to search for information and its structuring (Brikše, 1999).

For acquiring a good education “today’s learners expect more personalization, collaboration and better links between formal and informal learning much of it being possible through digital-supported learning”. (Opening up Education, 2013) In order to pursue that aim learners will develop skills of computer literacy and information literacy for self-directed use of Open Educational Resources (OER). As P. Candy (2004) indicates “in many respects, there seems to be a natural symbiosis between digital technologies and self-directed learning.” Despite the fact that already back in 1975 M. S. Knowles (Knowles, 1975) called self–directed learning a way of surviving, referring both to separate individuals and the whole mankind, it is even more topical nowadays and imparts ICT its “philosophical, practical, and pedagogic” (Herod, 2000, 2001) character.

The present research was conducted during the implementation of study process in the study year 2013 at the University of Latvia to explore the students’ perception of OER as means for self-directed learning.

The aim of the research is to study students’ as adult learners understanding about conception of OER and their information literacy as a development of their self-directed learning.

The research question: is there a relation among students as adult learners' comprehension of what OER is, their information literacy skills, and self-directed learning?

Method

Research Design The online questionnaire was developed in order to find out students views on use of OER in context of self-directed learning. The qualitative data was obtained from respondents’ answers. The coding system, performed on the basis of conception of OER (UNESCO, 2002; Hylen; Johnstone, 2005; Atkins et a, 2007; Caswell et al, 2008), and information literacy (UNESCO, 2008; Bruce, 2002) was created for processing data. Qualitative data processing program AQUAD 6.0 was used. The Design of the Questionnaire To find out students' understanding of OER the questionnaire with open items has been constructed. It consisted of two parts: general and conceptual. The general part of the questionnaire consists of 6 items related to the description of position of the students (Gender, Age, Faculty, Study year, Study programme, and Work Experience). The conceptual part of the questionnaire concerns to the comprehension of OER (Perceptions of OER, Types of OER used, Skills of Information Literacy for use of OER, Reasons why not use OER, Benefits of use of OER for self-directed learning). The questions categories were used to explore the students’ views concerning OER and they were used as qualitative data to explain the students’ opinion about Open Educational Resources and Information Literacy Skills as an important factor in self-directed learning. There was developed code system to be used for data processing In order to evaluate students comprehension of OER, information literacy skills and use of self-directed learning students’ answers concerning to their understanding of OER, skills for seeking, selecting and using information, their best practices in use of OER, and linkages between personal growth and information literacy in context of self-directed learning were analysed. The Research Sample The research sample comprised 127 students of the University of Latvia. They were divided into three age-related demographic quarters according to recommendations of Tom Schuller and David Watson (2009) with the exception of the first group (17–24), which was divided into two sub-groups by levels of education: bachelor's (17–21 ) and master's degree (22–24 ) programs. Other students were ranked as third group (25–50).

Expected Outcomes

The results of the present research confirmed that there is a relation among adult learners' comprehension of what OER are, their information literacy skills, and self-directed learning. The following conclusions in using of OER for self-directed learning were acquired: 1. There is considerable uncertainty in comprehension of OER– the majority of students in all age groups do not know what OER are and do not use its. The term “OER” is more associated with meaning “educational”, “free use”, and “open”. There is a causal link between the students' level of studies (Bachelor and Master) and their working experience. If the student is more experienced than he/she is more open to the use of OER in the learning process. 2. According to students’ opinions as key skills that are necessary for the use of OER are skills of computer literacy, foreign languages, information searching and evaluation. These relationships among information searching skills and computer literacy skills or foreign language skills are confirmed. 3. As concerns to use of OER as the means for students’ self-directed learning there is a direct correlation between students' perception of the benefits given them by the use of OER and their personal development. The respondents’ answers confirm that important factor in development of self-directed learning is their information literacy - to identify and search out of information, and their personal qualities - to accept the responsibility on securing of learning goals, and to manage learning time.

References

Atkins, D. E., Brown, J. S., Hammond, A. L. (2007) A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities. Creative Commons: San Francisco, California http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf Brikše, I., Vasiļjevs, A. (1999) Informācijas sabiedrība un jaunās tehnoloģijas. Pārskats par tautas attīstību Latvijā. UNDP, 71. – 89. lpp. Bruce, C.S. (2002). Information literacy as a catalyst for educational change: a background paper. Prague, Czech Republic. http://www.nclis.gov/libinter/infolitconf&meet/papers/bruce-fullpaper.pdf Candy, P. (2004). Linking Thinking Self-directed learning in the digital age. Canberra: Commonwealth of Australia Caswell, T., Henson, S., Jenson, M., & Wiley, D. (2008). Open Educational Finnis, J. A. (2003) Learning in the Information Age. http://www.dev.twinisles.com/research/learninfoage.htm Herod, L. (2000) Integrating technology into Canadian adult literacy programs: curriculum evaluation considerations. April 2000. www.nald.ca/fulltext/herod/april/april.pdf Herod, L. (2001) Computers in Adult Literacy: The Need for Curriculum Deliberation. New horizons in adult education. Volume 15, Number 1, Spring 2001 Hylén, J. Open Educational Resources: Opportunities and Challenges. Available (2.12.2013) from www.oecd.org/edu/ceri/37351085.pdf Johnstone, S. (2005) Open Educational Resources. Open content for higher education. http://www.unesco.org/iiep/virtualuniversity/forumsfiche.php?queryforumspages_id=13 Karnītis, E. (2002) Informācijas sabiedrība – iespējas ikvienam. E-pasaule. Bizness. Tehnoloģijas. Dzīves stils. Novembris, 6.–8. lpp. Knowles, M. S. (1975) Self-directed learning: Guide for Learners and Teachers. New York: Association Press. 135 p. Opening up Education: Innovative teaching and learning for all through new Technologies and Open Educational Resources. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0654:FIN:EN:HTML Schuller, T. & Watson, D. (2009) Learning Through Life: Inquiry into the Future for Lifelong Learning. Summary. IFLL. Tornero J.M.P. (2004) Promoting digital literacy. Final report EAC/76/03. Understanding digital literacy. Gabinete de Comunicación y Educación, Universidad Autónoma de Barcelona UNESCO/IIEP: (2002) http://www.unesco.org/iiep/virtualuniversity/forums.php UNESCO (2008) Towards Information Literacy Indicators. Conceptual framework paper prepared by Ralph Catts and Jesus Lau. UNESCO: Paris.

Author Information

Rita Birzina (presenting / submitting)

University of Latvia

Institute og Pedagogical Sciences

Riga

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