@article {
	title = {An open education resource supports a diversity of inquiry-based learning},
	year = {2012},
	month = {01/2012},
	author = {Schmidt-Jones, Catherine},
	editor = {McGreal, Rory and Conrad, Dianne},
	keywords = {survey, open education resource, OER, learning objects, just-in-time learning, inquiry-based learning, connexions, case study},
	journal = {The International Review of Research in Open and Distributed Learning},
	volume = {13},
	issue = {1},
	pages = {2-16},
	issn = {1492-3831},
	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.},
	refereed = {yes},
	url = {http://www.irrodl.org/index.php/irrodl/article/view/1141},
	attachments = {1141-9229-2-PB.pdf},
}