An open education resource supports a diversity of inquiry-based learning
Published | January 2012 |
Journal | The International Review of Research in Open and Distributed Learning Volume 13, Issue 1, Pages 2-16 |
Original Publication | The International Review of Research in Open and Distance Learning |
Editors | McGreal, Rory and Conrad, Dianne |
ABSTRACT
There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was supported by computer-log records, which showed that most visitors to a module arrived from an Internet search for terms specific to that module. The study suggests that, for teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning.Keywords | case study · connexions · inquiry-based learning · just-in-time learning · learning objects · OER · open education resource · survey |
ISSN | 1492-3831 |
Other number | 1 |
Refereed | Yes |
Rights | by/4.0 |
URL | http://www.irrodl.org/index.php/irrodl/article/view/1141 |
Other information | IRRODL |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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