Final technical report - Assessing the impact of OER availability on the emergence of open educational practices in sub-saharan Africa : the case of an ICT integrated multinational teacher education programme in mathematics and science

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dc.contributor.authorAdala, Atieno
dc.date.accessioned2019-09-12T18:57:31Z
dc.date.available2019-09-12T18:57:31Z
dc.date.issued2017
dc.description.abstractThe study focused on four of the dimensions of Open Educational Practices (OEP): use, repurposing, creation, and sharing of Open Educational Resources (OER). Findings indicate that availability of OER did have an impact on the emergence of the OEP dimensions studied. For example, repurposing of OER took place if the resource was considered useful. The resource was then contextualized to align with the standards or syllabus of the partner institution. The report provides details of the research including methodology, data collection and findings. Without concerted effort, availability of OER does not necessarily translate into the emergence of OEP.en
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10625/58035
dc.language.isoen
dc.subjectOPEN EDUCATIONAL RESOURCESen
dc.subjectOPEN EDUCATIONAL PRACTICESen
dc.subjectROER4Den
dc.subjectACCESS TO EDUCATIONen
dc.subjectEDUCATIONAL RESEARCHen
dc.subjectRESEARCH CAPACITY BUILDINGen
dc.subjectGLOBAL SOUTHen
dc.titleFinal technical report - Assessing the impact of OER availability on the emergence of open educational practices in sub-saharan Africa : the case of an ICT integrated multinational teacher education programme in mathematics and scienceen
dc.typeFinal Technical Reporten
idrc.copyright.holder© 2017, ATIENO ADALA
idrc.copyright.oapermissionsourceCC BY 4.0en
idrc.dspace.accessOpen Accessen
idrc.project.componentnumber107311001
idrc.project.number107311
idrc.project.titleResearch into Open Educational Resources for Developmenten
idrc.rims.adhocgroupIDRC SUPPORTEDen

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Assessing the impact of OER availability on the emergence of Open Educational Practices in Sub-Saharan Africa: The case of an ICT-integrated multinational teacher education programme in mathematics and science
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