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Determinants of open educational resources usage. Temporal and spatial analysis of an example open educational re- source portal usage
Galwas, Bogdan and Tadeusiewicz, Ryszard

Original titleDeterminanty użytkowania otwartych zasobów edukacyjnych. Czasowa i przestrzenna analiza korzystania z przykładowego serwisu otwartych zasobów edukacyjnych
JournalEduAction : Electronic Education Magazine
Volume 3, Issue 2, Pages 13-26
PublisherPolish Society of Internet Education Research
Original PublicationEduAkcja. Magazyn edukacji elektronicznej
CountryPoland, Europe

The article analyzes the behavior of users of open educational resources. These behaviors are different from those that have been tested and reported in the literature for computer-aided learning systems. This difference is due to the fact that users of open information resources are not subject to any system of obligation. Their participation in the learning system is entirely voluntary, and that their knowledge at the end of education is not controlled. The only motivation for the study and is interest in the shared knowledge as such. The observation of customer behavior such spontaneous open educational offer is much more difficult than the analysis of the behavior of students using e-learning in typical blended learning models, when the pupil or student is assessed by the teacher supervising the learning process. Therefore, as described in the work lasted four years observing the behavior of Internet users use created by the author of educational resource development is different from those with which we have most to do scientific research in e-learning. This observation, in spite of its separate character, may be the first step to create a model of how to use open knowledge.

Artykuł analizuje zachowania użytkowników otwartych zasobów edukacyjnych. Zachowania te są odmienne od tych, które są badane i opisywane w literaturze dla systemów komputerowego wspomagania nauczania. Odmienność ta wynika z faktu, że użytkownicy otwartych zasobów informacyjnych korzystają z oferty uczenia się nie podlegając żadnemu systemowi przymusu. Ich uczestnictwo w systemie uczenia się jest całkowicie dobrowolne, a ich wiedza po zakończeniu edukacji nie jest kontrolowana. Jedyną motywacją do podjęcia nauki i jej kontynuowania jest zainteresowanie udostępnioną wiedzą jako taką. Obserwacja takich spontanicznych zachowań odbiorców otwartej oferty edukacyjnej jest znacznie trudniejsze niż analiza zachowań uczniów korzystających z e-learningu w typowym modelu uczenia mieszanego, gdy obok samodzielnych studiów z wykorzystaniem narzędzi i zasobów komputerowych uczeń (lub student) podlega ocenie przeprowadzanej przez nadzorującego proces uczenia się nauczyciela. Dlatego opisana w pracy cztery lata trwająca obserwacja zachowań Internautów wykorzystujących stworzony przez autorów zasób edukacyjny stanowi opracowanie odmienne od tych, z jakimi mamy najczęściej do czynienia w naukowych badaniach e-learningu. Obserwacja ta, mimo jej jednostkowego charakteru, może być pierwszym krokiem na drodze do stworzenia modelu sposobu użytkowania otwartych zasobów wiedzy.

Keywords computer-supported self-learning · komputerowo wspomagane samouczenie · Open Educational Resources · otwarte zasoby edukacyjne · user behavior · zachowania użytkowników

RightsCopyright © 2013 EduAkcja. Electronic Magazine of Education. All rights reserved.
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