Willingness to Engage in Open Educational Practices Among Academics in Rwandan Public Higher Education and Responsive Actions
Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence. Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit. National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions. This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.
MetadataShow full item record
Showing items related by title, author, creator and subject.
Nkuyubwatsi, Bernard (Commonwealth of Learning (COL), 2016)Policies play a critical role in the implementation of open, distance education and opening up higher education. To encourage participation of different stakeholders in related practices, policies may need to embody values ...
Book Review: Chinedu I. O. Okeke & Comfort B.S. Mndebele (2013) Education Reform in the SADC Region: Challenges and Responses in the 21st Century. Scientific & Academic Publishing, USA. Wolfenden, Freda (Commonwealth of Learning (COL), 2014)This book promised much; a series of vignettes and critical studies of innovations, initiatives and debates across different education sectors in Southern Africa from local academics with a variety of discipline backgrounds ...
Nabushawo, Harriet M; Aguti, Jessica N; Winterbottom, Mark (Commonwealth of Learning (COL), 2016)This paper examines the place of public libraries in supporting distance learners in Makerere University, exploring the factors which affect utilisation of their services. The study adopted a survey design with 300 B.Ed. ...
Karunanayaka, Shironica P; Naidu, Som; Rajendra, J C N; Ratnayake, H U W (Commonwealth of Learning (COL), 2017-07)Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. ...
Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting Nkuyubwatsi, Bernard (Commonwealth of Learning (COL), 2016)Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were ...