Digital gender divide and adoption of open educational resources

This study aimed to understand the differences in the perception of male and female students in adopting Open Educational Resources based on the Technology Acceptance Model. A quantitative survey method was adopted to collect data from 322 students enrolled in a private university in Karnataka, India. Except for registering and enrolling on OER sites, the study did not find any digital gender differences in terms of usefulness, ease of use, and behavioral intention in adopting OERs among students

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them

Kolegij Logički dizajn temeljen na otvorenim obrazovnim materijalima

Logic Design is one of the core courses of many engineering programs and it provides a foundation for the subsequent hardware courses in the curriculum. In this study, a course design supported by open courseware for Logic Design is presented. In this regard, the syllabus, slides, laboratory manual handbook including experiment sheets and simulations, experiment videos, assignments and examples were prepared. The aim of this research is to determine the effect of supporting Logic Design course with digital open courseware on student achievement. It also aims to determine students’ opinions regarding this approach. The study follows a mixed methods approach with the pretest-posttest control group experimental research design. The study was conducted at Manisa Celal Bayar University in Turkey in spring semester of the academic year 2017-2018 with 68 computer engineering students. While the students of the experimental group took the course supported with open courseware, only regular instruction was used in the control group. The quantitative data were collected from an achievement test including open-ended questions and surveys. The qualitative data were gathered by semi-structured focus group interviews. The findings were meticulously analyzed to provide suggestions for revision of the course. Finally, future work directions are discussed.Logički dizajn jedan je od glavnih kolegija mnogih inženjerskih smjerova te predstavlja osnovu daljnjih kolegija u području hardverskih tehnologija. U ovome istraživanju prikazano je kako je nastava kolegija Logički dizajn osmišljena uz pomoć otvorenih obrazovnih materijala. U skladu s tim, pripremljen je nastavni plan i program, slajdovi, priručnik za laboratorijske vježbe s pripadajućim opisima eksperimenata i simulacija, videosnimke eksperimenata, zadaci i primjeri. Cilj je ovoga istraživanja utvrditi utjecaj provedbe kolegija Logički dizajn uz pomoć otvorenih nastavnih materijala na uspjeh studenata. Također je cilj i saznati mišljenja studenata o takvom nastavnom pristupu. Istraživanje je provedeno pomoću metode mješovitog pristupa eksperimentalnom istraživanju, s predtestom i post-testom za kontrolnu skupinu. Istraživanje je provedeno na Sveučilištu Manisa Celal Bayar u Turskoj tijekom ljetnog semestra u akademskoj godini 2017./2018., na uzorku od 68 studenata inženjerstva. Dok su studenti iz eksperimentalne skupine kroz ovaj kolegij prolazili uz pomoć otvorenih nastavnih materijala, za kontrolnu skupinu održana je samo uobičajena nastava. Kvantitativni podaci prikupljeni su pomoću testa postignuća, koji se sastojao od pitanja otvorenoga tipa i upitnika. Kvalitativni podaci prikupljeni su pomoću polustrukturiranih intervjua s fokusnom grupom. Rezultati su detaljno analizirani kako bi se dobile sugestije za reviziju kolegija. Na kraju se raspravlja o smjernicama za daljnji rad