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6 avril 2016

Not All Rubrics Are Equal: A Review of Rubrics for Evaluating the Quality of Open Educational Resources

The rapid growth in Internet technologies has led to a proliferation in the number of Open Educational Resources (OER), making the evaluation of OER quality a pressing need. In response, a number of rubrics have been developed to help guide the evaluation of OER quality; these, however, have had little accompanying evaluation of their utility or usability. More...

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6 avril 2016

OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks

Conducted in conjunction with an institute on open textbook adaptation, this study compares textbook evaluations from practicing K-12 classroom teachers (n = 30) on three different types of textbooks utilized in their contexts: copyright-restricted, open, and open/adapted. More...

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6 avril 2016

Evaluation Criteria for Interactive E-Books for Open and Distance Learning

The aim of this mixed method study is to identify evaluation criteria for interactive e-books. To find answers for the research questions of the study, both quantitative and qualitative data were collected through a four-round Delphi study with a panel consisting of 30 experts. After that, a total of 20 interactive e-books were examined with heuristic inquiry methodology. More...

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6 avril 2016

In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. More...

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6 avril 2016

Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. More...

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6 avril 2016

Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. More...

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6 avril 2016

Public Response to “the MOOC Movement” in China: Examining the Time Series of Microblogging

In China, microblogging is an extremely popular activity and is proving to be an effective mechanism to gauge perceptions about social phenomena. Between 2010 and 2015 Sina Weibo, China’s largest microblogging website, generated 95,015 postings from 62,074 users referencing the term massive open online courses (MOOCs), a method of online course delivery popularized in North America that has spread globally. More...

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6 avril 2016

Open Educational Resources in Canada 2015

Canada’s important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of the art in OER initiatives and open higher education in general in Canada, providing insights into what is happening nationally and provincially. More...

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6 avril 2016

Developing a Sustainable Financial Model in Higher Education for Open Educational Resources

Financial issues regarding the sustainable production, dissemination, and use of Open Educational Resources (OER) in higher education are reviewed and proposed solutions critiqued. Use of OER produce demonstrable cost savings for students. Yet OER development continues to rely almost completely on government and philanthropic funding. More...

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6 avril 2016

IRRODL (International Review of Research in Open and Distributed Learning) - Vol 16, No 5 (2015)

Special Issue: OER and MOOCs

Table of Contents

Editorial

Editorial: Volume 16, Number 5

Rory McGreal

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Research Articles

Developing a Sustainable Financial Model in Higher Education for Open Educational Resources

David Annand

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Not All Rubrics Are Equal: A Review of Rubrics for Evaluating the Quality of Open Educational Resources

Min Yuan, Mimi Recker

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OER Quality and Adaptation in K-12: Comparing Teacher Evaluations of Copyright-Restricted, Open, and Open/Adapted Textbooks

Royce Kimmons

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Evaluation Criteria for Interactive E-Books for Open and Distance Learning

Aras BOZKURT, Mujgan BOZKAYA

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In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

Patrick Lowenthal, Charles Hodges

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Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

Maria Joseph Israel

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Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

HAYRIYE TUGBA OZTURK

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Public Response to “the MOOC Movement” in China: Examining the Time Series of Microblogging

Jingjing Zhang, Kirk Perris, Qinhua Zheng, Li Chen

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Open Educational Resources in Canada 2015

Rory McGreal, Terry Anderson, Dianne Conrad

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