Tapping of Key Innovative ICT Components that Make OER More Acceptable to Learners: Breaking the Conventional Mental Barriers
| dc.contributor.author | Upadhyay, Papiya | |
| dc.contributor.author | Naskar, Subrata | |
| dc.coverage.placeName | India | |
| dc.coverage.spatial | Asia | |
| dc.date.accessioned | 2022-08-16T17:36:46Z | |
| dc.date.available | 2022-08-16T17:36:46Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Inspiring Innovations // Open Educational Resources (OERs) has evolved as one of the most effective teaching- learning process in 21st century. However, in general there is doubt and difficulty in acceptance of OER versus conventional teaching-learning resources and instructional strategies, which has in a great way reduced interest of studies amongst learners in the pandemic. This study is aimed to find out and ratify the concern and improve the acceptance of OER as one of the potential gears of ICT driven teaching-learning resources in a blended mode. The objectives of this study were to investigate awareness & attitude towards the utilization of OER in blended learning amongst undergraduate learners of Regular and Open Higher Education Institutions (HEIs), and explore the relationship between them. A pilot method of quantitative study was carried out with 200 respondents from undergraduate learners of both Regular and Open HEIs, selected through purposive sampling. A Self-administered online based questionnaire (5- point Likert scale) in Google forms were disseminated through various social handles. The responses submitted were analyzed statistically through t- test and Pearson correlation using MS Excel & SPSS version 20. The findings exposed that there was no statistically significant mean difference in awareness & attitude towards the utilization of OER in blended learning between undergraduate learners of Regular and Open HEIs. The analyses also revealed that there was a positive correlation between awareness on OER and attitude towards OER. This study revamped the need for more popularization of the various ICT services relevant to OER in blended learning amongst learners. In general, it could be a route of acceptance and more effectiveness of the blended approach in contemporary teaching-learning practice. In support of our findings, it was found (independent of our sources), impact analyses of ICT usage during the course of study by 5922 learners of Netaji Subhas Open University has also revealed that if properly groomed and introduced, the ICT-enabled teaching-learning could revolutionize and shape instructional innovations for the millennials. Interestingly, of the 5922 respondents, 1469 were from 2019-2020 whilst 4453 in 2020-2021, reflecting the positive impact of ICT-enabled educational services and its growing acceptance along key components. // Paper ID 4914 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.4914 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4247 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Open Educational Resources (OER) | |
| dc.subject | ICT in Education | |
| dc.subject | Higher Education | |
| dc.subject | Learning Preferences | |
| dc.title | Tapping of Key Innovative ICT Components that Make OER More Acceptable to Learners: Breaking the Conventional Mental Barriers | |
| dc.type | Working Paper | |
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