# of items: 2419
           # of reports: 323

OER Resources

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Russia
rural education
Warugaba, C., Naughton B., Gauthier B., Muhirwa E., & Amoroso C. (2016).  Experience with a massive open online course in rural Rwanda. The International Review of Research in Open and Distributed Learning. 17(2), 222-231. Abstract  Download: 2401-19769-1-PB.pdf (579.22 KB)
rural based students
running case
Mikroyannidis, A., Okada A., & Connolly T. (2011).  Adapting and sharing open educational resources: a social networking approach. 2011 IEEE 11th International Conference on Advanced Learning Technologies. 619–620. Abstract
rubrics
Yuan, M., & Recker M. (2015).  Not all rubrics are equal: A review of rubrics for evaluating the quality of Open Educational Resources. International Review of Research in Open & Distributed Learning. 16(5), 16-38. Abstract  Download: 2389-18327-2-PB.pdf (355.7 KB)
rubric
RPL
Conrad, D., & McGreal R. (2012).  Flexible paths to assessment for OER learners: A comparative study. Journal of Interactive Media in Education (JIME). 2012(2), 12. Abstract  Download: 235-2091-1-PB.pdf (354.42 KB)
royalties
[Anonymous] (2013).  Access Copyright: 2012 annual report. Access Copyright. 1-27. Abstract  Download: 2012_annual_report.pdf (2.15 MB)
Romania
roles
role
Martschink, B. (2014).  Mathematics courses: Fostering individuality through EMOOCs. eLearning Papers. 37(March 2014), 71-78. Abstract  Download: From-field_37_5.pdf (335.56 KB)
Rogers’ theory of innovation diffusion
ROER4D project
[Anonymous] (2017).  Adoption and impact of OER in the Global South. African Minds, International Development Research Centre & Research on Open Educational Resources. 1-610. Abstract  Download: 171204-AM-ROER4D-combined-Web.pdf (4.28 MB)
ROER4D
Mishra, S., & Singh A. (2017).  Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India. Adoption and impact of OER in the Global South. 425-458. Abstract

{Citation: Mishra, S. & Singh, A. (2017). Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 425–458). Retrieved from https://doi.org/10.5281/zenodo.602784 Corresponding author: }

 Download: ROER4D-ch12-final.pdf (193.88 KB)
Toledo, A. (2017).  Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay. Adoption and Impact of OER in the Global South, African Minds, International Development Research Centre & Research on Open Educational Resources for Development, Cape Town & Ottawa.. 1-21. Abstract  Download: ROER4D-ch4-advance.pdf (128.67 KB)
Westermann Juárez, W., & Venegas Muggli J. I. (2017).  Effectiveness of OER use in first-year higher education students' mathematical course performance: A case study. Adoption and impact of OER in the Global South. 187-229. Abstract

{Citation: Westermann Juárez, W. & Venegas Muggli, J. I. (2017). Effectiveness of OER use in first- year higher education students' mathematical course performance: A case study. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 187–229). Retrieved from https://doi.org/10.5281/zenodo.601203 Corresponding author: }

 Download: ROER4D-ch6-final.pdf (638.67 KB)
Karunanayaka, S. P., & Naidu S. (2017).  Impact of integrating OER in teacher education at the Open University of Sri Lanka. Adoption and impact of OER in the Global South. 459-498. Abstract

{Citation: Karunanayaka, S. P. & Naidu, S. (2017). Impact of integrating OER in teacher education at the Open University of Sri Lanka. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 459–498). Retrieved from https://doi.org/10.5281/zenodo.600398 Corresponding author: }

 Download: ROER4D-ch13-final.pdf (694.89 KB)
Arinto, P., Hodgkinson-Williams C., King T., Cartmill T., & Willmers M. (2017).  Research on open educational resources for development in the Global South: Project landscape. Adoption and impact of OER in the Global South. 3-26. Abstract

{Citation: Arinto, P. B., Hodgkinson-Williams, C., King, T., Cartmill, T. & Willmers, M. (2017). Research on Open Educational Resources for Development in the Global South: Project landscape. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 3–26). Retrieved from https://doi.org/10.5281/zenodo.1038980 Corresponding author: patricia.arinto@gmail.com zenodo.1038980}

 Download: ROER4D-ch1-final.pdf (771.69 KB)
Wolfenden, F., Auckloo P., Buckler A., & Cullen J. (2017).  Teacher educators and OER in East Africa: Interrogating pedagogic change. Adoption and impact of OER in the Global South. 251-286. Abstract

{Citation: Wolfenden, F., Auckloo, P., Buckler, A., & Cullen, J. (2017). Teacher educators and OER in East Africa: Interrogating pedagogic change. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 251–286). Retrieved from https://doi.org/10.5281/zenodo.600424 Corresponding author: }

 Download: ROER4D-ch8-final.pdf (198.29 KB)
Kasinathan, G., & Ranganathan S. (2017).  Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India. Adoption and impact of OER in the Global South. 499-548. Abstract

{Citation: Kasinathan, G. & Ranganathan, S. (2017). Teacher professional learning communities: A collaborative OER adoption approach in Karnataka, India. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 499–548). Retrieved from https://doi.org/10.5281/zenodo.601180 Corresponding author: }

 Download: ROER4D-ch14-final.pdf (253.3 KB)
Hodgkinson-Williams, C., Arinto P., Cartmill T., & King T. (2017).  Factors influencing open educational practices and OER in the Global South: Meta-synthesis of the ROER4D project. Adoption and impact of OER in the Global South. 27-67. Abstract

{Citation: Hodgkinson-Williams, C., Arinto, P. B., Cartmill, T. & King, T. (2017). Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 27–67). Retrieved from https://doi.org/10.5281/zenodo.1037088 Corresponding author: cheryl.hodgkinson- williams@uct.ac.za}

 Download: ROER4D-ch2-final.pdf (223.66 KB)
Cox, G., & Trotter H. (2017).  Factors shaping lecturers' adoption of OER at three South African universities. Adoption and impact of OER in the Global South. 287-347. Abstract

{Citation: Cox, G. & Trotter, H. (2017). Factors shaping lecturers' adoption of OER at three South African universities. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 287–347). Retrieved from https://doi.org/10.5281/zenodo.601935 Corresponding author: }

 Download: ROER4D-ch9-final.pdf (303.93 KB)
Oates, L., Goger L. K., Hashimi J., & Farahmand M. (2017).  An early stage impact study of localised OER in Afghanistan. Adoption and impact of OER in the Global South. 549-573. Abstract

{Citation: Oates, L., Goger, L. K., Hashimi, J. & Farahmand, M. (2017). An early stage impact study of localised OER in Afghanistan. In C. Hodgkinson- Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 549–573). Retrieved from https://doi.org/10.5281/zenodo.600441 Corresponding author: < programsdirector@cw4wafghan.ca>}

 Download: ROER4D-ch15-final.pdf (183.9 KB)