The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education
Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expe...
Ausführliche Beschreibung
Autor*in: |
Ren, Xinyue [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2019 |
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Schlagwörter: |
Open educational resources (OERs) Partnerships between instructors and instructional designers |
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Übergeordnetes Werk: |
Enthalten in: Education and information technologies - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996, 24(2019), 6 vom: 20. Juni, Seite 3483-3500 |
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Übergeordnetes Werk: |
volume:24 ; year:2019 ; number:6 ; day:20 ; month:06 ; pages:3483-3500 |
Links: |
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DOI / URN: |
10.1007/s10639-019-09940-0 |
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Katalog-ID: |
SPR012042463 |
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520 | |a Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. | ||
650 | 4 | |a Instructional designers (IDs) |7 (dpeaa)DE-He213 | |
650 | 4 | |a Open educational resources (OERs) |7 (dpeaa)DE-He213 | |
650 | 4 | |a OER adoption |7 (dpeaa)DE-He213 | |
650 | 4 | |a OER movement |7 (dpeaa)DE-He213 | |
650 | 4 | |a Partnerships between instructors and instructional designers |7 (dpeaa)DE-He213 | |
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10.1007/s10639-019-09940-0 doi (DE-627)SPR012042463 (SPR)s10639-019-09940-0-e DE-627 ger DE-627 rakwb eng 004 370 ASE 54.04 bkl 81.68 bkl Ren, Xinyue verfasserin aut The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. Instructional designers (IDs) (dpeaa)DE-He213 Open educational resources (OERs) (dpeaa)DE-He213 OER adoption (dpeaa)DE-He213 OER movement (dpeaa)DE-He213 Partnerships between instructors and instructional designers (dpeaa)DE-He213 Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 24(2019), 6 vom: 20. Juni, Seite 3483-3500 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:24 year:2019 number:6 day:20 month:06 pages:3483-3500 https://dx.doi.org/10.1007/s10639-019-09940-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 54.04 ASE 81.68 ASE AR 24 2019 6 20 06 3483-3500 |
spelling |
10.1007/s10639-019-09940-0 doi (DE-627)SPR012042463 (SPR)s10639-019-09940-0-e DE-627 ger DE-627 rakwb eng 004 370 ASE 54.04 bkl 81.68 bkl Ren, Xinyue verfasserin aut The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. Instructional designers (IDs) (dpeaa)DE-He213 Open educational resources (OERs) (dpeaa)DE-He213 OER adoption (dpeaa)DE-He213 OER movement (dpeaa)DE-He213 Partnerships between instructors and instructional designers (dpeaa)DE-He213 Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 24(2019), 6 vom: 20. Juni, Seite 3483-3500 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:24 year:2019 number:6 day:20 month:06 pages:3483-3500 https://dx.doi.org/10.1007/s10639-019-09940-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 54.04 ASE 81.68 ASE AR 24 2019 6 20 06 3483-3500 |
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10.1007/s10639-019-09940-0 doi (DE-627)SPR012042463 (SPR)s10639-019-09940-0-e DE-627 ger DE-627 rakwb eng 004 370 ASE 54.04 bkl 81.68 bkl Ren, Xinyue verfasserin aut The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. Instructional designers (IDs) (dpeaa)DE-He213 Open educational resources (OERs) (dpeaa)DE-He213 OER adoption (dpeaa)DE-He213 OER movement (dpeaa)DE-He213 Partnerships between instructors and instructional designers (dpeaa)DE-He213 Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 24(2019), 6 vom: 20. Juni, Seite 3483-3500 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:24 year:2019 number:6 day:20 month:06 pages:3483-3500 https://dx.doi.org/10.1007/s10639-019-09940-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 54.04 ASE 81.68 ASE AR 24 2019 6 20 06 3483-3500 |
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10.1007/s10639-019-09940-0 doi (DE-627)SPR012042463 (SPR)s10639-019-09940-0-e DE-627 ger DE-627 rakwb eng 004 370 ASE 54.04 bkl 81.68 bkl Ren, Xinyue verfasserin aut The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. Instructional designers (IDs) (dpeaa)DE-He213 Open educational resources (OERs) (dpeaa)DE-He213 OER adoption (dpeaa)DE-He213 OER movement (dpeaa)DE-He213 Partnerships between instructors and instructional designers (dpeaa)DE-He213 Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 24(2019), 6 vom: 20. Juni, Seite 3483-3500 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:24 year:2019 number:6 day:20 month:06 pages:3483-3500 https://dx.doi.org/10.1007/s10639-019-09940-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 54.04 ASE 81.68 ASE AR 24 2019 6 20 06 3483-3500 |
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10.1007/s10639-019-09940-0 doi (DE-627)SPR012042463 (SPR)s10639-019-09940-0-e DE-627 ger DE-627 rakwb eng 004 370 ASE 54.04 bkl 81.68 bkl Ren, Xinyue verfasserin aut The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. Instructional designers (IDs) (dpeaa)DE-He213 Open educational resources (OERs) (dpeaa)DE-He213 OER adoption (dpeaa)DE-He213 OER movement (dpeaa)DE-He213 Partnerships between instructors and instructional designers (dpeaa)DE-He213 Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 24(2019), 6 vom: 20. Juni, Seite 3483-3500 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:24 year:2019 number:6 day:20 month:06 pages:3483-3500 https://dx.doi.org/10.1007/s10639-019-09940-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 54.04 ASE 81.68 ASE AR 24 2019 6 20 06 3483-3500 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR012042463</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220110231629.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201005s2019 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10639-019-09940-0</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR012042463</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s10639-019-09940-0-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">004</subfield><subfield code="a">370</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">54.04</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">81.68</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Ren, Xinyue</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2019</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. 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undefined figure: instructional designers in the open educational resource (oer) movement in higher education |
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The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education |
abstract |
Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. |
abstractGer |
Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. |
abstract_unstemmed |
Abstract The paper aims to discuss the role of instructional designers (IDs) in supporting the Open Educational Resources (OER) movement in higher education. Due to the increasing cost of higher education, previous studies indicated the feasibility of adopting OER to lower students’ educational expenses and to equalize their learning opportunities (Murphy in Distance Education, 34(2), 201–217, 2013; Okamoto in Public Services Quarterly, 9(4), 267–283, 2013). However, many instructors and staff are facing various barriers to adopting OER, such as the lack of time, motivation, and knowledge of quality evaluation (Taylor and Taylor in Online Journal of Distance Learning Administration, 21(2), 1–8, 2018). IDs often serve as learner analysts, instructional innovators, and leaders in educational technology to assist instructors in developing teaching materials. However, limited research studied their partnerships to overcome the barriers of creating and adopting OERs in universities and colleges. Hence, the paper will propose a viable solution to include IDs in overcoming OER adoption barriers and promoting the OER movement in higher education. The findings may contribute to the field of OER movement and pave the way for future research. |
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title_short |
The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education |
url |
https://dx.doi.org/10.1007/s10639-019-09940-0 |
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2024-07-04T01:32:16.761Z |
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|
score |
7.40141 |