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Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States.

Educational technology research and development : ETR & D·2021
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International perspectives on using OER for online learning.

Dabae Lee1, Eunbae Lee2

  • 1Kennesaw State University, Kennesaw, GA USA.

Educational Technology Research and Development : ETR & D
|November 30, 2020
PubMed
Summary

Open educational resources (OER) demonstrate comparable academic outcomes to traditional textbooks, with positive student and instructor perceptions. Their adoption is supported by evidence, especially for online learning environments.

Keywords:
COVID-19International perspectivesOnline learningOpen educational resources

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Area of Science:

  • Educational Technology
  • Open Educational Resources (OER)

Background:

  • Hilton's 2016 review synthesized 16 studies on OER efficacy and perceptions.
  • Traditional textbooks are a common, yet costly, resource in higher education.

Purpose of the Study:

  • To examine the international value, implications, and limitations of Hilton's (2016) work on Open Educational Resources (OER).
  • To provide evidence supporting the adoption and effective use of OER in diverse educational contexts.

Main Methods:

  • Systematic review and synthesis of 16 studies on OER academic outcomes and perceptions.
  • International comparative analysis of OER adoption and effectiveness.

Main Results:

  • Academic outcomes using OER are comparable to traditional textbooks.
  • Student and instructor perceptions of OER are generally positive.
  • Technological affordances enhance OER effectiveness in online courses.

Conclusions:

  • Hilton's findings provide a strong evidence base for adopting OER.
  • OER can enhance flexibility and affordability in education, particularly relevant post-COVID-19.
  • Further international research is needed to explore OER's full potential and address limitations.