# of items: 2372
           # of reports: 318

OER Resources

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TAACCCT
[Anonymous] (2014).  State of the commons. Creative Commons. Abstract  Download: CC infographic.pdf (506.53 KB)
tablets
[Anonymous] (2014).  The VLAB OER experience: Modeling potential-adopter student acceptance.. IEEE Transactions on Education, Education. 57(4), 235. Abstract
Tacoma Community College OER Project:
tagging
tagging OER
Kawachi, P., & Yin S. (2012).  Tagging OER for skills profiling: User perspectives and interactions at no cost. Proceedings of the Regional Symposium on Open Educational Resources: An Asian perspective on policy and practices. 1-9. Abstract  Download: OERAsia_Symposium_Penang_2012_Proceedings-18.pdf (1.03 MB)
Taiwan
TAM
Gao, S., & Yang Y. (2016).  An empirical study on users' adoption of MOOCs from the perspective of the institutional theory. International Journal of Networking and Virtual Organisations. 16(4), 377. Abstract
Tanzania
Mtebe, J., & Raisamo R. (2014).  Investigating perceived barriers to the use of open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning. 15, 44-66. Abstract  Download: 1803-14261-1-PB.pdf (690.33 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)
Komba, W. L. M. (2009).  Increasing education access through open and distance learning in Tanzania: A critical review of approaches and practices. International Journal of Education and Development using Information and Communication Technology . 5(5), 8-21. Abstract  Download: EDICT-2009-859.pdf (231.19 KB)
task analysis
Khalil, M., Wong J., de Koning B., Ebner M., & Paas F. (2018).  Gamification in MOOCs: A review of the state of the art. 2018 IEEE Global Engineering Education Conference (EDUCON)2018 IEEE Global Engineering Education Conference (EDUCON). 1629 - 1638. Abstract
Brahim, B. H., Khribi M. K., & Jemni M. (2018).  Towards recommending accessible open educational resources. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). 00, 322-326. Abstract
task coupling
task-oriented design
[Anonymous] (2016).  Extending the MOOC footprint: Supporting capacity building in India. Commonwealth of Learning (COL). Abstract  Download: PDF (4).pdf (346.92 KB)
teacher attitudes
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)
teacher autonomy
Phi, M. T. (2018).  Integrating a MOOC into the MA curriculum: An ‘expert’ student’s reflections on blended learning. Flipping the blend through MOOCs, MALL and OIL – new directions in CALL. 25 - 31. Abstract  Download: 787.pdf (393.66 KB)
teacher development
teacher education