TY - GEN
T1 - Perceived Usefulness of Open Educational Resources Between Full-Time and Distance-Learning Students
AU - Cheung, Simon K.S.
N1 - Publisher Copyright:
© 2018, Springer International Publishing AG, part of Springer Nature.
PY - 2018
Y1 - 2018
N2 - Open educational resources or OER have been recognized as a major source of learning materials for university students. This paper investigates the students’ perception on the usefulness of OER with a focus on comparing the perceived usefulness between full-time and distance-learning students, based on a survey carried out at the Open University of Hong Kong in the academic year 2017–18. It is found that both full-time and distance-learning students generally consider OER useful for learning purposes, especially for using the resources to supplement the existing course materials and to get more resources for doing assignments and projects. On different types of OER, open courseware, course materials and e-books are mostly perceived as very useful or useful by both full-time and distance-learning students, while more distance-learning students than full-time students also consider open online courses, tutorials, and open online learning tools and platforms very useful or useful. For both full-time and distance learning students, accuracy and comprehensiveness are key concerns of using OER for learning purposes.
AB - Open educational resources or OER have been recognized as a major source of learning materials for university students. This paper investigates the students’ perception on the usefulness of OER with a focus on comparing the perceived usefulness between full-time and distance-learning students, based on a survey carried out at the Open University of Hong Kong in the academic year 2017–18. It is found that both full-time and distance-learning students generally consider OER useful for learning purposes, especially for using the resources to supplement the existing course materials and to get more resources for doing assignments and projects. On different types of OER, open courseware, course materials and e-books are mostly perceived as very useful or useful by both full-time and distance-learning students, while more distance-learning students than full-time students also consider open online courses, tutorials, and open online learning tools and platforms very useful or useful. For both full-time and distance learning students, accuracy and comprehensiveness are key concerns of using OER for learning purposes.
KW - Distance learning
KW - Massive Open Online Courses
KW - Open Educational Resources
KW - Open access textbooks
KW - Open courseware
KW - Student perception
UR - http://www.scopus.com/inward/record.url?scp=85051090525&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-94505-7_29
DO - 10.1007/978-3-319-94505-7_29
M3 - Conference contribution
AN - SCOPUS:85051090525
SN - 9783319945040
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 357
EP - 367
BT - Blended Learning. Enhancing Learning Success - 11th International Conference, ICBL 2018, Proceedings
A2 - Cheung, Simon K.
A2 - Lee, Lap-Kei
A2 - Kwok, Lam-for
A2 - Kubota, Kenichi
A2 - Tokito, Jumpei
T2 - 11th International Conference on Blended Learning, ICBL 2018
Y2 - 31 July 2018 through 2 August 2018
ER -