Research Article
- Published in
- Volume 3, Issue 1 (2020)
- Pages
- 49–68
- Publication Date
- January 22, 2020
- Submission Date
- October 13, 2019
- Acceptance Date
- December 1, 2019
- Subjects
- Studies on Education
Abstract
The concepts Open Distance (ODL) and the Open Educational Resources (OER) are central to Higher Education around the globe. Although the OER are understood to be freely available online material that anyone can use for teaching and learning purposes, there is some evidence to suggest that majority of students in the African continent do not use the OER. On the other hand, existing research recognises the ODL as the learning environment that breaks the barriers that limit students to access higher education such as location and distance from the university, financial pressures and other social problems. This paper reflects on the students’ participation and use of OER, focusing in purposively three selected ODL institutions. Drawing from community of inquiry framework, and given the nature of the ODL environment, this paper argues that students’ lack or limited participation in the use of OER seem to be dominated by what the OER can do which is promotion of access, equity and quality. This argument is presented with the full acknowledgement that access to Information and Communication Technologies (ICT) is essential to access, adapt and use the OER.
Keywords
- Open and Distance Learning
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This article is published under the CC BY 4.0 license.