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OER use in the Global South: A baseline survey of higher education instructors (Advance online publication)

de Oliveira Neto, José Dutra; Pete, Judith; Daryono; Cartmill, Tess


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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "description": "<p>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 \u2013 such as gender, age, technological access and digital proficiency \u2013 seem to influence OER use rates, thereby allowing the authors to gauge which are the most important for instructors in their respective contexts.</p>\n\n<p>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\u2019 answers to the key question of the survey: whether they had ever used OER or not.</p>\n\n<p>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 \u2013 such as instructors\u2019 country of habitation (and its gross domestic product per capita), level of digital proficiency, educational qualification, institutional position and attitude to education \u2013 while many others were not, such as instructors\u2019 gender, age or perception of their institutions\u2019 OER-related policies.</p>", 
  "license": "https://creativecommons.org/licenses/by/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "University of S\u00e3o Paulo", 
      "@type": "Person", 
      "name": "de Oliveira Neto, Jos\u00e9 Dutra"
    }, 
    {
      "affiliation": "Catholic University of East Africa & Tangaza University College Nairobi, Kenya", 
      "@type": "Person", 
      "name": "Pete, Judith"
    }, 
    {
      "affiliation": "Universitas Terbuka", 
      "@type": "Person", 
      "name": "Daryono"
    }, 
    {
      "affiliation": "University of Cape Town", 
      "@type": "Person", 
      "name": "Cartmill, Tess"
    }
  ], 
  "url": "https://zenodo.org/record/154559", 
  "datePublished": "2017-10-11", 
  "keywords": [
    "baseline survey", 
    "Brazil", 
    "Chile", 
    "Colombia", 
    "Ghana", 
    "global south", 
    "higher education", 
    "India", 
    "Indonesia", 
    "infrastructure", 
    "Kenya", 
    "Malaysia", 
    "OER", 
    "OER use", 
    "Open Educational Resources", 
    "South Africa"
  ], 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.5281/zenodo.154559", 
  "@id": "https://doi.org/10.5281/zenodo.154559", 
  "@type": "CreativeWork", 
  "name": "OER use in the Global South: A baseline survey of higher education instructors (Advance online publication)"
}
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