Introduction
Aim and objectives
Literature review
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Promotes lifelong learning opportunities and encompasses education and training
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Encourage independent and critical thinking through learner-centered learning process.
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Encourage flexible learning – allow learners to make their own decision on where, when, what and how they learn
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Prior learning, prior experience, and demonstrated competencies
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Learners should be able to gather knowledge from different learning contexts;
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Providers should create the conditions for a fair chance of learner success.
Research methodology
Research design in action research
Description | Proposed action in the intervention |
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Identify the specific problem. Reflection directed toward identifying a situation | • The new concept of OER -based learning has not been introduced yet for the undergraduate learners. • Defining the research aim, objectives • Identify the suitable research methodology |
Develop and implement a new strategy or approach to address your question | • Designing of intervention course for selected student group • Develop the OER-based course addressing the research objectives • Designing of the questionnaire – data collection methods • Making learners aware of the new intervention course |
Decide on how, when, what, where the data collection happens | • Decide on the target group • Conduct of sample survey • Redesign the survey based on the outcomes of sample survey • Student notifications on the survey • Conduct the final online surveys • Collect the learner feedback |
Analysis of data using a proper statistical method | • Derive the outcomes of a dataset using proper statistical methods • Identifying new patterns, insights, models derived from analysis |
Derive the outcomes and identify the differences and new insights | • Identify the differences after introducing OER-based learning. • Discuss the relevant modifications done for the future courses • Derive a plan of actions to integrate OER into online courses |
Activity | Description |
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Instructions | Lesson Plans |
Course Outline | |
Lesson instructions | |
Assessment guidelines | |
Learning Materials | In-class materials (used in face to face class) |
Reading activities – OER learning materials | |
OER-based audio/video clips | |
OER-based figures, tables, and graphics | |
Assessments | Quizzes |
Individual/ group assessments | |
Collaborative activities | Chat forums |
Discussion forums |
Questionnaire design of action research
Data analysis and results
Learner perception results
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OER materials are clear and understandable
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The course was very user-friendly
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Many of practical examples were given
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Well organized course format
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Clear and readable lessons
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The flow of the OER materials are good
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Easy to understand
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Helpful in developing knowledge
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Enhance the ability of thinking
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New things learned from OER
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Learners can interact each other
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Easy to access and well organized
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The relationship among the lessons was good
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Some materials were a bit lengthy, need to reduce the length
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Please explain the technical terms more, we are not familiar with educational terms
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Prefer the lesson structure, but the lessons should be more interactive.
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Some lessons were difficult to understand, they are more philosophical. Please make them simple as possible
Positive feedback | Negative feedback |
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• OER materials are very helpful for learning • Learners and facilitators can interact virtually which is very comfortable • Can be adopted in many courses with the technology enhancement • Learners enjoy learning using OER • OER is Anytime anywhere learning is easy and interesting. OER is simply best • Learners can learn using modern technological advancements. • Can improve the learner’s abilities such as reading, writing and analyze • Less cost for developing physical infrastructure – can improve the quality of lesson learning materials when using OER | • Depends, if only the courses are developed interactively students are able to enjoy the learning • Sometimes it is not motivating because learners do not get the physical connections with the teachers – cant get the actual feeling of learning • Learners can cheat easily • It is very easy for the students to get away from learning and cheat the instructor. • Need more social interactions • Like to sit with the friends in the classroom rather learning through online |
Positive feedback | Negative feedback |
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• Better to use formative assessment in these type of OER-based courses • Well structured and organized • Feedbacks are important in assessing • Students do not feel stress in phasing out the assessments • Group assessments are the very effective way of sharing knowledge • Assessments were well connected with lessons • Assessments are connected to each other and well organized | • Time schedules are tight and difficult to spend more time with them • Difficulties of uploading assessments – Technical barriers which affect the deadlines |
Positive feedback | Negative feedback |
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• Better experience for the online learners – can add a lot of learning and non-learning activities help to develop the knowledge • Yes a lot of social learning is required • Prefer for distance learning courses • Open learning platforms are better places Need to add teleconferencing • Appropriate for postgraduate programmes – busy Learners will enjoy this courses | • Need the lot of hands-on practical experience for the IT students – lab work • Keeping students alive all the time – especially if it is fully online and OER-based • Technological barriers will be a problem |
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Need to add teleconferencing
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Brainstorming sessions
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Warm up sessions for learners
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High interactivity with the learners and teachers
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Cost-effective and sustainable models
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LMS needs to be more interactive
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More live discussion forums where learners can share thoughts
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Provide quick feedback on the assessment activities of the course