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Adoption and Impact of OER in the Global South

Published Date: December 12, 2017

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R250.00

English
978-1-928331-48-3

Description

Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South. This volume examines aspects of educator and student adoption of OER and engagement in Open Educational Practices (OEP) in secondary and tertiary education as well as teacher professional development in 21 countries in South America, Sub-Saharan Africa and South and Southeast Asia. The ROER4D studies and syntheses presented here aim to help inform Open Education advocacy, policy, practice and research in developing countries.


CONTENTS

Acknowledgements

About the editors

Foreword by Tel Amiel, UNESCO Chair in Open Education

Foreword by Matthew Smith, IDRC

 

SECTION 1: OVERVIEW

Chapter 1: Research on Open Educational Resources for Development in the Global South: Project landscape

Chapter 2: Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project

Chapter 3: OER use in the Global South: A baseline survey of higher education instructors

 

SECTION 2: SOUTH AMERICA

Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay

Chapter 5: Co-creation of OER by teachers and teacher educators in Colombia

Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study

 

SECTION 3: SUB-SAHARAN AFRICA

Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know

Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change

Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities

Chapter 10: OER in and as MOOCs

 

SECTION 4: SOUTH AND SOUTHEAST ASIA

Chapter 11: Cultural–historical factors influencing OER adoption in Mongolia’s higher education sector

Chapter 12: Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India

Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka

Chapter 14: Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India

Chapter 15: An early stage impact study of localised OER in Afghanistan

 

SECTION 5: CONCLUSION AND RECOMMENDATIONS

Chapter 16: OER and OEP in the Global South: Implications and recommendations for social inclusion

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