Open educational resources in the United States: Insights from university foreign language directors
Published | August 2014 |
Journal | System Volume 45, Issue August 2014, Pages 138 - 146 |
Country | United States, North America |
ABSTRACT
This study reports the results of a survey completed by 155 university foreign language (FL) directors in the United States (US) during Fall 2012. Survey respondents come from a variety of institutions and direct a range of FL programs. The objectives of the study are to (a) determine what FL directors know about open educational resources (OER), (b) understand respondents' perceived benefits and challenges of using OER, and (c) determine what resources and support are critical to establish or expand the use of OER in FL courses in the US. Results indicate that while 66% of FL directors do not recognize the term OER, many are in fact utilizing them. Those who incorporate OER in their FL courses state they do so to go beyond what is offered in traditional, print-based textbooks suggesting that OER represent more authentic and relevant content. While few (26%) respondents indicate intellectual property concerns, many note challenges such as finding OER at the appropriate level for students, time involved in creating and using OER, and training others (e.g., teaching assistants) how to use technology-oriented OER. The paper concludes by highlighting additional training and resources to more completely and successfully incorporate OER into FL curricula.Keywords | foreign language directors · intellectual property · OER |
ISSN | 0346251X |
Refereed | Yes |
Rights | © 2014 Elsevier Ltd. All rights reserved. |
DOI | 10.1016/j.system.2014.05.006 |
URL | http://www.sciencedirect.com/science/article/pii/S0346251X14000918 |
Other information | System |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 70 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
![](interface/images/icons/star.png)
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
OER outreach for newbies, part I: What I would do differently
Crissinger, Sarah
My library, in partnership with our Center for Teaching and Learning, recently launched a faculty stipend program for faculty interested in either replacing their traditional course materials with OER or sharing their ...
Match: OER; United States; North America
OER impact study: Research report
Masterman, Liz; Wild, Joanna
Executive Summary (partial)
Aims
The OER Impact Study was conducted between November 2010 and June 2011 by a team from the University of Oxford. Its remit was to investigate university lecturers’ and students’ use ...
Match: OER; United States; North America
Privacy policies can conflict with personalized learning, but they don't have to, NASBE finds
Wait, Patience
As schools sort out privacy issues, they also must be aware of inequality among schools, the new report says.
Match: OER; United States; North America
Inequitable Impacts of Textbook Costs at a Small, Private College: Results from a Textbook Survey at Gettysburg College
Appedu, Sarah; Elmquist, Mary; Wertzberger, Janelle; Birch, Sharon
Recognizing that higher education settings vary considerably, librarians at Gettysburg College sought to better understand textbook spending behaviors and the effects of costs on our students. We adapted the Florida ...
Match: OER; United States; North America
Credentials for open learning: Scalability and validity
Hoffman, Mika; Olmsted, Ruth
The authors of this study advocate separating credentialing from the learning process as a path to greater scalability and better measurement of what independent learners learn from OER. They address the challenge of ...
Match: OER; United States; North America
Assessing the impact of "open pedagogy" on student skills mastery in first-year composition
Bloom, Matthew
This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community ...
Match: OER; United States; North America
Open educational resources: A literature review
Al Abri, Maimoona; Dabbagh, Nada
The open educational resources (OER) movement is an emerging trend in higher education contexts, primarily due to the ubiquitous use of technology and access to the internet. This literature review focuses on the ...
Match: OER; United States; North America
Reimagining the role of technology in education: 2017 national education technology plan update
U.S. Department of Education
The National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, ...
Match: OER; United States; North America
Images and the open educational resources (OER) movement
Perez, Jorge Enrique
With the growing interest in faculty publication in Open Educational Resources (OER), librarians have not only been tasked in becoming well versed in locating OER materials for instructors but also assisting with ...
Match: OER; United States; North America
OER cost assessment strategies
Karpel, Nichole; Schneider, Bruce
Open educational resources can provide access to high-quality resources while offsetting the costs of traditional textbooks. An array of costs are associated with the "free" approach, however, and institutions that are ...
Match: OER; United States; North America