OER use in the Global South: A baseline survey of higher education instructors
| dc.contributor.author | de Oliviera Neto, Jose Dutra | |
| dc.contributor.author | Pete, Judith | |
| dc.contributor.author | Daryono, Daryono | |
| dc.contributor.author | Cartmill, Tess | |
| dc.contributor.editor | Cheryl Hodgkinson-Williams | en_ZA |
| dc.contributor.editor | Patricia Arinto | en_ZA |
| dc.coverage.spatial | Global South | en_ZA |
| dc.date.accessioned | 2017-11-20T13:50:13Z | |
| dc.date.available | 2017-11-20T13:50:13Z | |
| dc.date.issued | 2017-10-11 | |
| dc.description.abstract | The research presented here provides baseline data regarding the use of Open Educational Resources (OER) by higher education instructors in the Global South (South America, Sub-Saharan Africa, and South and Southeast Asia). It does so while attending to how such activity (or inactivity) is differentiated across continental regions and associated countries. The chapter addresses two questions: what proportion of instructors in the Global South have used OER, and which variables may account for different OER usage rates between respondents? This is done by examining which variables – such as gender, age, technological access and digital proficiency – seem to influence OER use rates, thereby allowing the authors to gauge which are the most important for instructors in their respective contexts. This study is based on a quantitative research survey taken by 295 randomly selected instructors at 28 higher education institutions in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia). The 30-question survey addressed the following themes: personal demographics, infrastructure access, institutional environment, instructor attitudes and open licensing. Survey responses were correlated for analysis with respondents’ answers to the key question of the survey: whether they had ever used OER or not. Findings indicate that 51% of respondents have used OER, a rate slightly differentiated by region: 49% in South America, 46% in Sub-Saharan Africa and 56% in South and Southeast Asia. A number of variables were associated with varying levels of OER use rates – such as instructors’ country of habitation (and its gross domestic product per capita), level of digital proficiency, educational qualification, institutional position and attitude to education – while many others were not, such as instructors’ gender, age or perception of their institutions’ OER-related policies. | en_ZA |
| dc.identifier.apacitation | de Oliviera Neto, J. D., Pete, J., Daryono, D., & Cartmill, T. (2017). <i>OER use in the Global South: A baseline survey of higher education instructors</i>. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development. http://hdl.handle.net/11427/26405 | en_ZA |
| dc.identifier.chicagocitation | de Oliviera Neto, Jose Dutra, Judith Pete, Daryono Daryono, and Tess Cartmill. <i>OER use in the Global South: A baseline survey of higher education instructors</i>. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development. 2017. http://hdl.handle.net/11427/26405. | en_ZA |
| dc.identifier.citation | de Oliveira Neto, J. D., Pete, J., Daryono & Cartmill, T. (2017). OER use in the Global South: A baseline survey of higher education instructors. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South. Chapter 3 advance publication. Retrieved from http://dx.doi.org/10.5281/zenodo.154559 | en_ZA |
| dc.identifier.ris | TY - Book AU - de Oliviera Neto, Jose Dutra AU - Pete, Judith AU - Daryono, Daryono AU - Cartmill, Tess AB - The research presented here provides baseline data regarding the use of Open Educational Resources (OER) by higher education instructors in the Global South (South America, Sub-Saharan Africa, and South and Southeast Asia). It does so while attending to how such activity (or inactivity) is differentiated across continental regions and associated countries. The chapter addresses two questions: what proportion of instructors in the Global South have used OER, and which variables may account for different OER usage rates between respondents? This is done by examining which variables – such as gender, age, technological access and digital proficiency – seem to influence OER use rates, thereby allowing the authors to gauge which are the most important for instructors in their respective contexts. This study is based on a quantitative research survey taken by 295 randomly selected instructors at 28 higher education institutions in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia). The 30-question survey addressed the following themes: personal demographics, infrastructure access, institutional environment, instructor attitudes and open licensing. Survey responses were correlated for analysis with respondents’ answers to the key question of the survey: whether they had ever used OER or not. Findings indicate that 51% of respondents have used OER, a rate slightly differentiated by region: 49% in South America, 46% in Sub-Saharan Africa and 56% in South and Southeast Asia. A number of variables were associated with varying levels of OER use rates – such as instructors’ country of habitation (and its gross domestic product per capita), level of digital proficiency, educational qualification, institutional position and attitude to education – while many others were not, such as instructors’ gender, age or perception of their institutions’ OER-related policies. CY - Cape Town & Ottawa DA - 2017-10-11 DB - OpenUCT DP - University of Cape Town ED - Cheryl Hodgkinson-Williams ED - Patricia Arinto KW - open educational resoures KW - global south KW - survey KW - higher education KW - baseline survey LK - https://open.uct.ac.za PB - University of Cape Town PP - Cape Town & Ottawa PY - 2017 T1 - OER use in the Global South: A baseline survey of higher education instructors TI - OER use in the Global South: A baseline survey of higher education instructors UR - http://hdl.handle.net/11427/26405 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/26405 | |
| dc.identifier.vancouvercitation | de Oliviera Neto JD, Pete J, Daryono D, Cartmill T. OER use in the Global South: A baseline survey of higher education instructors. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development; 2017.http://hdl.handle.net/11427/26405 | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | African Minds, International Development Research Centre & Research on Open Educational Resources for Development | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Cape Town & Ottawa | en_ZA |
| dc.relation.ispartofseries | Adoption and Impact of OER in the Global South | en_ZA |
| dc.rights | Creative Commons Attribution 4.0 International (CC BY 4.0) | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | en_ZA |
| dc.subject | open educational resoures | en_ZA |
| dc.subject | global south | en_ZA |
| dc.subject | survey | en_ZA |
| dc.subject | higher education | en_ZA |
| dc.subject | baseline survey | en_ZA |
| dc.title | OER use in the Global South: A baseline survey of higher education instructors | en_ZA |
| dc.type | Book | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Book chapter | en_ZA |