The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Open Educational Resources and open language learning for Taiwanese adult learners
Lin, Yu-Ju and Kim, ChanMin

Published2015
JournalInternational Journal of Online Pedagogy and Course Design (IJOPCD)
Volume 5, Issue 2, Pages 58
PublisherIGI Global
CountryUnited States, North America

ABSTRACT
The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational resources (OERs) and to make recommendations for designing ESL OER websites that supported open language learning. Both the ESL learning (i.e. motivation, learning styles, and learning beliefs) and technical (i.e., the usability of websites in consideration of the three essential components: information, interaction, and interface) aspects were investigated in this study. The study findings showed that the following elements were important in both ESL learning and technical aspects: prior experience, ESL learning characteristics, and ESL learning beliefs. Based on these findings, recommendations for ESL OER web design and implications for open language learning are elaborated.

Keywords English-as-Second-Language (ESL) learning · learning belief and style · motivation · Open Educational Resource (OER) · open learning · usability test · Taiwan

ISSN2155-6873
RightsCopyright © 2015, IGI Global
DOI10.4018/IJOPCD.2015040105
URLhttps://www.igi-global.com/gateway/article/full-text-pdf/126979
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 58 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model
Li, Kun; Moore, David Richard
Massive Open Online Courses (MOOCs) often have low persistence rates, which may be attributed to a learners' lack of motivation. In this design-based research study, Keller's Attention, Relevance, Confidence, ...
Match: motivation; United States; North America

Exploring demographics and students’ motivation as predictors of completion of a Massive Open Online Course
Zhang, Qing; Bonafini, Fernanda Cesar; Lockee, Barbara B.; Jablokow, Kathryn W.; Hu, Xiaoyong
This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and ...
Match: motivation; United States; North America

Credentials for open learning: Scalability and validity
Hoffman, Mika; Olmsted, Ruth
The authors of this study advocate separating credentialing from the learning process as a path to greater scalability and better measurement of what independent learners learn from OER. They address the challenge of ...
Match: open learning; United States; North America

Defining OER-enabled pedagogy
Wiley, David; Hilton III, John
The term “open pedagogy” has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of ...
Match: open learning; United States; North America

Free textbooks gain support among campus tech leaders
Wexler, Ellen
COLLEGE TECHNOLOGY officials appear more optimistic these days about open-source textbooks and open educational resources –teaching and learning materials that can be used at no cost. According to the latest ...
Match: United States; North America

United States: State department expands access to open educational resources in the Middle East and North Africa
Mena Report
The U.S. Department of State is sponsoring a special exchange program on Open Educational Resources (OER) for education leaders in the Middle East and North Africa. Open Educational Resources are ...
Match: United States; North America

Formalising informal learning: Assessment and accreditation challenges within disaggregated systems
McGreal, Rory; Conrad, Dianne; Murphy, Angela; Witthaus, Gabi; Mackintosh, Wayne
This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some ...
Match: Open Educational Resource (OER); open learning

Understanding Chinese-speaking open courseware users: A case study on user engagement in an open courseware portal in Taiwan (Opensource Opencourse Prototype System)
Huang, Wen-Hao David; Lin, Meng-Fen Grace; Shen, Wendi
The open educational resource (OER) movement has reached a critical mass due to recent technology advancements. In Taiwan, to overcome the language barrier, the Opensource Opencourse Prototype System (OOPS) plays a ...
Match: motivation; Taiwan

Toward an Open Empowered Learning Model of pedagogy in higher education
Bossu, Carina; Smyth, R.; Stagg, A.; Reushle, S.; et al.
This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including Open Educational Resources (OER), Open Educational Practices (OEP) and Massive Open Online ...
Match: open learning; United States

Decision, implementation, and confirmation: Experiences of instructors behind tourism and hospitality MOOCs
Lin, Jingjing; Cantoni, Lorenzo
As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners’ perspective, leaving a gap in the ...
Match: motivation; North America