Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector
| dc.contributor.author | Batbold, Zagrdagchaa | |
| dc.contributor.author | Trotter, Henry | |
| dc.contributor.editor | Cheryl Hodgkinson-Williams | en_ZA |
| dc.contributor.editor | Patricia Arinto | en_ZA |
| dc.coverage.spatial | Mongolia | en_ZA |
| dc.date.accessioned | 2017-11-20T13:46:11Z | |
| dc.date.available | 2017-11-20T13:46:11Z | |
| dc.date.issued | 2017-09-12 | |
| dc.description.abstract | The research presented here investigates the strategies and practices of educators from six public and private higher education institutions (HEIs) in Mongolia in order to understand the role of Open Educational Resources (OER) in their work. It addresses the question: Which cultural–historical factors shape OER activities in Mongolia’s higher education sector? In addition, the study sets out to determine whether OER has the potential to move beyond a niche innovation advocated and funded by international donors to one that is broadly adopted, implemented and disseminated by local educators. The study employed a sequential exploratory model in which qualitative interviews comprised the first stage of data collection, followed by quantitative surveys. The interviews were conducted with 14 participants recruited using a convenience sample from four Mongolian HEIs, two government organisations and three non-governmental organisations. In total, eight educators and six administrators were interviewed. A follow-up survey was conducted with 42 instructors and administrators at six HEIs, also recruited through convenience sampling. The study utilised Cultural Historical Activity Theory as a framework to analyse the data. Findings indicate that despite recent efforts to promote OER by funding agencies and the government, OER awareness remains modest amongst higher education instructors and administrators. It is therefore not surprising that OER adoption rates in Mongolia are low. As a result, a culture around OER engagement has not yet emerged, with only isolated individual educators adopting OER. In contrast with many academics who often worry about the quality of OER, Mongolian educators appear to be more concerned about a particular sub-component of quality, which is relevance. In addition, many study participants expressed reservations about the potential value and utility of OER. | en_ZA |
| dc.identifier.apacitation | Batbold, Z., & Trotter, H. (2017). <i>Cultural-Historical factors influencing OER adoption in Mongolia’s higher education sector</i>. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development. http://hdl.handle.net/11427/26404 | en_ZA |
| dc.identifier.chicagocitation | Batbold, Zagrdagchaa, and Henry Trotter. <i>Cultural-Historical factors influencing OER adoption in Mongolia’s higher education sector</i>. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development. 2017. http://hdl.handle.net/11427/26404. | en_ZA |
| dc.identifier.citation | Zagdragchaa, B. & Trotter, H. (2017). Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector. In C. Hodgkinson-Williams & P. B. Arinto (Eds.). Adoption and Impact of OER in the Global South. Chapter 11 advance publication. Retrieved from http://dx.doi.org/10.5281/zenodo.161277 | en_ZA |
| dc.identifier.ris | TY - Book AU - Batbold, Zagrdagchaa AU - Trotter, Henry AB - The research presented here investigates the strategies and practices of educators from six public and private higher education institutions (HEIs) in Mongolia in order to understand the role of Open Educational Resources (OER) in their work. It addresses the question: Which cultural–historical factors shape OER activities in Mongolia’s higher education sector? In addition, the study sets out to determine whether OER has the potential to move beyond a niche innovation advocated and funded by international donors to one that is broadly adopted, implemented and disseminated by local educators. The study employed a sequential exploratory model in which qualitative interviews comprised the first stage of data collection, followed by quantitative surveys. The interviews were conducted with 14 participants recruited using a convenience sample from four Mongolian HEIs, two government organisations and three non-governmental organisations. In total, eight educators and six administrators were interviewed. A follow-up survey was conducted with 42 instructors and administrators at six HEIs, also recruited through convenience sampling. The study utilised Cultural Historical Activity Theory as a framework to analyse the data. Findings indicate that despite recent efforts to promote OER by funding agencies and the government, OER awareness remains modest amongst higher education instructors and administrators. It is therefore not surprising that OER adoption rates in Mongolia are low. As a result, a culture around OER engagement has not yet emerged, with only isolated individual educators adopting OER. In contrast with many academics who often worry about the quality of OER, Mongolian educators appear to be more concerned about a particular sub-component of quality, which is relevance. In addition, many study participants expressed reservations about the potential value and utility of OER. CY - Cape Town & Ottawa DA - 2017-09-12 DB - OpenUCT DP - University of Cape Town ED - Cheryl Hodgkinson-Williams ED - Patricia Arinto KW - open educational resources KW - mongolia KW - higher education KW - educational transition KW - capacity development LK - https://open.uct.ac.za PB - University of Cape Town PP - Cape Town & Ottawa PY - 2017 T1 - Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector TI - Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector UR - http://hdl.handle.net/11427/26404 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/26404 | |
| dc.identifier.vancouvercitation | Batbold Z, Trotter H. Cultural-Historical factors influencing OER adoption in Mongolia’s higher education sector. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources for Development; 2017.http://hdl.handle.net/11427/26404 | 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 resources | en_ZA |
| dc.subject | mongolia | en_ZA |
| dc.subject | higher education | en_ZA |
| dc.subject | educational transition | en_ZA |
| dc.subject | capacity development | en_ZA |
| dc.title | Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector | 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 |