South Africa - OER in and as MOOCs 2015-2016, ROER4D Sub-project 10.3
Reference ID | zaf-roer4d-oerm-2015-2016-v1 |
Year | 2015 - 2016 |
Country | South Africa |
Producer(s) | Research on Open Educational Resources for Development (ROER4D) - University of Cape Town |
Sponsor(s) | International Development Research Centre - IDRC - Funder |
Collection(s) | |
Metadata |
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Created on | Feb 28, 2017 |
Last modified | Apr 02, 2020 |
Page views | 5754 |
Downloads | 1560 |
Overview
Identification
ID Number zaf-roer4d-oerm-2015-2016-v1 |
Version
Version Description
v1: Edited, anonymised dataset for public distributionProduction Date
2016Notes
Version 1 of the dataset was deposited with DataFirst on 22 February 2017.Overview
Abstract
This study aims to determine how educators at the University of Cape Town (UCT) engage with Open Education Resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive Open Educational Practices (OEP).In 2014, UCT initiated a Massive Open Online Course (MOOC) project in which 12 MOOCs were developed over a three-year period. This study employs an Activity Theory conceptual framework as a heuristic tool to investigate whether and how the integration of OER in the design of four of these MOOCs impacted upon educators' OEP. The research centred on the educators and their motivations, rather than the MOOCs per se or on the MOOC participants. While there was an interest in OER as content, it is the intersection of OER and educator practices which is the focus of the research.
The overarching question which this study set out to answer is: How does MOOC-making with OER adoption influence educators' Open Educational Practices?
The study draws on semi-structured interviews conducted with lead educators of the four MOOCs at three time intervals: just before the MOOC was launched (T1), after the first run of the MOOC (T2), and ten months after the launch (T3). A total of 19 interviews were conducted with MOOC lead educators. Certain questions were modified or additional questions asked in each of the lead educator interviews due to the semi-structured nature of the interviews and the differing subject matter and timing of the MOOCs.
This dataset makes a unique contribution to establishing empirical evidence about the practices of lead educators in a MOOC development process, how these practices are mediated, contextual considerations, and the kinds of tensions which arise as practices change. It will be of use to researchers and practitioners working in the areas of MOOC production, OER, Open Education, course development, and higher education studies.
Kind of Data
Qualitative dataUnits of Analysis
Units of analysis were individualsKeywords
Activity Theory, MOOCs, Open Data, Open Educational Resources, Open TextbooksUniverse
The survey covered educators in the single institution involved in the study.Producers and Sponsors
Primary Investigator(s)
Name | Affiliation |
---|---|
Research on Open Educational Resources for Development (ROER4D) | University of Cape Town |
Other Producer(s)
Name | Affiliation | Role |
---|---|---|
Funding
Name | Abbreviation | Role |
---|---|---|
International Development Research Centre | IDRC | Funder |
Metadata Production
Metadata Produced By
Name | Abbreviation | Affiliation | Role |
---|---|---|---|
DataFirst | University of Cape Town | Metadata producer |
Date of Metadata Production
2020-04-02DDI Document Version
Version 4