supervisor: loes hogenkamp
Topic
In daily practice, students make frequent use of digital technologies. Resultingly, there is a growing availability of open educational resources (OER) which are resources that are free to use to anyone and allow reuse, adaptation, and redistribution by others (UNESCO, 2019). Some examples are, but not limited to videos, simulations, and educational games that are freely available on the web (Wong et al., 2020).
OER has many benefits for learners like diminishing inequality by making all materials accessible by everyone, being cost-effective, and could even promote academic success, student satisfaction and engagement (Cho & Permzadian, 2024; Noone et al., 2024). Furthermore, having the freedom to choose your own educational resources can foster personalized learning that meets the students’ needs (Tlili and Burgos, 2022).
However, there is lack of understanding of factors that might influence student’s use of OER (Bardakcı, 2019). In order to support students in choosing appropriate OER, we need to understands which factors can predict students’ use of OER.
Method
This study will be an exploratory survey study. You will search for existing questionnaires to measure your variables and may come up with your own questions. Analysis will be quantitative orThe target group and exact variables under investigation can be discussed with your supervisor.
Some example research questions could be:
· What is the relationship between student’s level of self-regulation and use of OER?
· How does student’s level of acceptance and use of technology influence student’s use of OER?
references
Bardakcı, S. (2019). Exploring High School Students’ Educational Use of YouTube. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4074
Wong, T., Xie, H., Zou, D., Wang, F.L., Trang, J. K. T., Kong, A., & Kwan, R. (2020). How to facilitate self-regulated learning? A case study on open educational resources. Journal of computers in education, 7, 51-77. https://doi.org/10.1007/s40692-019-00138-4
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41 (2). 64-70. DOI:10.1207/s15430421tip4102_2