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Mainstreaming use of open educational resources (OER) in an African context
Mays, Tony

PublishedDecember 2017
JournalOpen Praxis
Volume 9, Issue 4, Pages 387-401
PublisherInternational Council for Open and Distance Education
RegionAfrica

ABSTRACT
The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a non-determinist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical autoethnographic approach to capture and analyse data and to make recommendations. The approach was informed primarily by hermeneutics and systems thinking and involved multiple in-country engagements and the triangulation of information derived from document review, observation and iterative focus group discussions and individual interviews. The key finding of this study is the suggestion that engagement with OER is unlikely to move from being an individual to an institutional focus unless such engagement is aligned with the overall vision, mission and business model of the university.

Keywords Africa · Distance and e-Learning (ODeL) · open · Open Educational Resources · university business model

Published atOslo, Norway
ISSN2304-070X
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.5944/openpraxis.9.4.714
URLhttp://openpraxis.org/index.php/OpenPraxis/article/view/714
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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