Beyond Access : University Students’ Experiences with Open Educational Resources
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| Publicat a: | PQDT - Global (2025) |
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ProQuest Dissertations & Theses
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| 100 | 1 | |a Al Sulaimi, Salwa | |
| 245 | 1 | |a Beyond Access : University Students’ Experiences with Open Educational Resources | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The continuing advance of technology is opening new opportunities for various learners worldwide to gain knowledge and share information. However, students’ use of the newly available virtual resources raises pressing issues regarding quality, access and costs (Hylen, 2006). Open educational resources (OER) represent one example of the sources of information recently established. OER refers to educational materials that are available online and protected under open licensing that allows free access, reuse, adaptation and redistribution (UNESCO, 2019). These resources comprise a wide range of educational materials, including textbooks, courses, tutorials, tests and instructional videos (Atkins et al., 2007). Since the emergence of the OER movement in 2001, many OER initiatives have been established in various places around the world. One of the most notable initiatives is the Massachusetts Institute of Technology's (MIT) OpenCourseWare (OCW), launched in 2001. This pioneering project set a precedent for other institutions by making course materials freely available online, thereby inspiring a global movement towards open education (Alkhasawneh, 2020). Following MIT, the Open University in the UK launched the OpenLearn project, which also provided free educational resources to learners worldwide. These initiatives have laid the groundwork for many other OER projects, demonstrating the potential of open resources to enhance educational access. In 2013, the Hewlett Foundation, a major funder of OER projects worldwide, listed five motives for supporting OER: (a) reducing educational costs, (b) providing an opportunity for quality learning, (c) promoting instruction and personalised learning, (d) providing access to all, and (e) encouraging the production of localised content. However, Weller et al. (2015) noted that these aims must be considered only projected objectives until they are supported by evidence, which is still insufficient since OER research is a relatively new scholarly field. Thus, the need remains for more rigorous research investigating the adoption, application and effects of OER.OER offer the potential to provide free, high-quality education (De Oliveira Neto et al., 2024). The literature on OER features many studies that have sought evidence proving these two benefits. In particular, research on OER’s cost-effectiveness has focused on replacing traditional educational materials such as textbooks with OER, while studies on OER quality have typically evaluated these resources by measuring student performance and satisfaction when engaging with OER. Numerous scholars have found no significant difference in the performance of students when using OER (Griffiths et al., 2022; Hilton, 2016; Idrissi et al., 2018; Johnson et al., 2022). That said, other studies have reported that students were satisfied with the OER experience (Cheung et al., 2022; Trip et al., 2023; Weller et al., 2015, 2017), mainly because it saved educational costs (Hettige et al., 2022; Hilton, 2016; Oelfke et al., 2021; Weller et al., 2017). Less investigated aspects included Weller et al.'s (2015) evaluation of non-grade performance-related effects, such as increased interest and engagement with the content and boosted self-agency, personalised learning and learners’ experimentation with new learning techniques. Panke and Seufert (2013, p.117) described OER as “provid[ing] the building blocks to construct personal learning environments”, thus redefining the teacher’s and student’s roles in the learning experience. In this context, students become educational partners who participate in curating, modifying, and sharing learning resources catered to their contextual needs (Luo et al., 2020; Wiley et al., 2017). Such promising potential demands further exploration. Specifically, empirical evidence is needed to support such projected potentials. Focus has been on the cost saving and performance benefits that draw attention from other arguably profound impacts of OER on learning and teaching practices. Not only is emphasis placed on predetermined benefits of OER, but these benefits are also typically studied in experimental settings, where the use of a particular (often preselected) OER or OER platform is examined. Otto et al. (2021, p.8) comment on OER empirical research: | |
| 653 | |a Teaching | ||
| 653 | |a Online instruction | ||
| 653 | |a Developing countries--LDCs | ||
| 653 | |a Open educational resources | ||
| 653 | |a Internet resources | ||
| 653 | |a Academic libraries | ||
| 653 | |a Curricula | ||
| 653 | |a Information sources | ||
| 653 | |a COVID-19 | ||
| 653 | |a Educational technology | ||
| 653 | |a Instructional design | ||
| 773 | 0 | |t PQDT - Global |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3283379475/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3283379475/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://eprints.lancs.ac.uk/id/eprint/231566 |