ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH | ||
Chapter 1: Introduction | ||
Chapter 2: Meta-synthesis | ||
Chapter 3: OER use in the Global South: A baseline survey of higher education instructors | Chapter | Access the data |
SOUTH AMERICA | ||
Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay Authors: Amalia Toledo Peer reviewers: Carolina Rossini, Carolina Botero & Werner Westermann |
Chapter | |
Chapter 5: Collaborative co-creation of OER by teachers and teacher educators in Colombia | Access the data | |
Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study | Access the data | |
SUB-SAHARAN AFRICA | ||
Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know | Chapter | |
Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change | Chapter | |
Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities | Chapter | Access the data |
Chapter 10: OER in and as MOOCs | Access the data | |
SOUTH AND SOUTHEAST ASIA | ||
Chapter 11: Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector | Chapter | |
Chapter 12: HIgher education faculty attitude, motivation and perception of quality and barriers to OER in India | Chapter | Access the data |
Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka | ||
Chapter 14: Teacher professional learning communities: A participatory OER creation and adaptation approach in Karnataka, India | ||
Chapter 15: An early-stage impact study of localised OER in Afghanistan | Chapter | Access the data |
Chapter 16: Conclusion and recommendations |
ADOPTION AND IMPACT OF OER IN THE GLOBAL SOUTH | ||
Chapter 1: Introduction Authors |
||
Chapter 2: Meta-synthesis | ||
Chapter 3: OER use in the Global South: A baseline survey of higher education instructors | Chapter | Access the data |
SOUTH AMERICA | ||
Chapter 4: Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay | Chapter | |
Chapter 5: Collaborative co-creation of OER by teachers and teacher educators in Colombia | Access the data | |
Chapter 6: Effectiveness of OER use in first-year higher education students’ mathematical course performance: A case study | Access the data | |
SUB-SAHARAN AFRICA | ||
Chapter 7: Tracking the money for Open Educational Resources in South African basic education: What we don’t know | Chapter | |
Chapter 8: Teacher educators and OER in East Africa: Interrogating pedagogic change | Chapter | |
Chapter 9: Factors shaping lecturers’ adoption of OER at three South African universities | Chapter | Access the data |
Chapter 10: OER in and as MOOCs | Access the data | |
SOUTH AND SOUTHEAST ASIA | ||
Chapter 11: Cultural-historical factors influencing OER adoption in Mongolia’s higher education sector | Chapter | |
Chapter 12: HIgher education faculty attitude, motivation and perception of quality and barriers to OER in India | Chapter | Access the data |
Chapter 13: Impact of integrating OER in teacher education at the Open University of Sri Lanka | ||
Chapter 14: Teacher professional learning communities: A participatory OER creation and adaptation approach in Karnataka, India | ||
Chapter 15: An early-stage impact study of localised OER in Afghanistan | Chapter | Access the data |
Chapter 16: Conclusion and recommendations |