POLICIES AND SAFETY
Data Policy
As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.
For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.
To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.
Although this site is developed through the support of Athabasca University, IRRODL, and other partners, these institutions and organizations are not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.
Membership Cancellations
To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.
Data Records for European Members
For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)
ZIP Files
All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.
As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.
For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.
To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.
Although this site is developed through the support of Athabasca University, IRRODL, and other partners, these institutions and organizations are not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.
Membership Cancellations
To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.
Data Records for European Members
For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)
ZIP Files
All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.
RECENT RECORDS
MOOC usage: A Review and Prospect
Kulkarni, Savita; Bhattacharya, Shubhasheesh
The purpose of this research is to investigate the combined impact of main components of massive open online courses (MOOCs), such as MOOC kinds, instructional design, and learner-related characteristics, on actual MOOC ...
Posted June 9, 2025
Accessible Open Educational Resources Adoption Considerations
Gagne, Ann; Berrada, Ibrahim; kdakhilalian; Doney, Tabitha; Fendler, Veronika; Patterson, Natalie
This resource was created based on discussions and engagement with faculty, instructors, graduate students, and research assistants at Brock University in Fall/Winter term of 2024. It is meant to provide guidance to ...
Posted June 9, 2025
Properties, Drivers and Barriers of Open Educational Resources
Weber, Peter; Rudra, Susmita; Stemmermann, Robert; Beckmann, Jennifer; Thaler, Lisa; Mennemeier, Pia
Open Educational Resources (OER) aim at a shift in education towards improving the accessibility, adaptability and dissemination of learning materials. This paper examines the concept of openness in OER and looks at its ...
Posted June 9, 2025
Exploring the role of open educational practices in transforming the face of adult education in Ohangwena region of Namibia
Hakwaake, Lasarus Nghifindwako
Namibia was colonised for more than 30 years until early 1989 when it gained its independence. As many adults do not get opportunity to get formal education. Soon after independence the National Literacy Programme of ...
Posted June 9, 2025
Quality Criteria for Online Courses Development
Al Abri, Maimoona; Elhaj, Abdelrahman
The rapid growth of online education has brought to the forefront the critical need for designing high-quality online courses that effectively engage learners and facilitate their success in the digital realm. This ...
Posted May 31, 2025
Undergraduate Learning Gains and Learning Efficiency in a Focused Open Education Resource
Spencer, Chrissy; Angra, Aakanksha; Dósa, Kata; Jones, Abigail
The high cost of commercial textbooks in higher education creates barriers to equitable access to learning materials and negatively impacts student performance. Open educational resources (OER) offer a cost-effective ...
Posted May 31, 2025
What Did We Learn About Massive Open Online Courses for Teachers? A Scoping Review
Anghel, Ella; Littenberg-Tobias, Joshua; Von Davier, Matthias
The growing interest in professional development for teachers via massive open online courses (MOOCs) raises the need for identifying the existing gaps in the literature on the topic. In this literature review, we were ...
Posted May 31, 2025
Teacher Perspective on MOOC Evaluation and Competency-Based Open Learning
Chang, Wen-Li; Sun, Jerry Chih-Yuan
Quality MOOCs (massive open online courses) ensure open learning under the top-down guidance of established criteria and standards. With an evaluative approach, course providers can use the guiding frameworks in ...
Posted May 31, 2025
Can online learning be scaled using a frugal approach?
Mishra, Sanjaya
Online learning need not be costly for learners and institutions. This reflective paper analyses four case studies from the Commonwealth of Learning to show the low cost of online learning, adopting a frugal approach ...
Posted May 31, 2025
Open Education Resources for Higher Education: A Bibliometric Analysis With Scopus Database 2004–2023
Tran Long, Dang
This study employs bibliometric analysis to examine scientific literature on Open Educational Resources (OER) in higher education, utilizing data collected from the Scopus database from 2004 to 2023. The analysis, ...
Posted May 10, 2025