Supporting Access to Open Online Courses for Learners of Developing Countries

This paper examines how access to, and use of, open educational resources (OER) content may be enhanced for nonnative learners in developing countries from a learner perspective. Using analysis of the open education concept, factors that affect access to OER content, and universal standards for deli...

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Autor principal:	Kwame Nti
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	open educational resources access nonnative learners social factors Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/100683f00411461d99eead06936c971a
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spelling	oai:doaj.org-article:100683f00411461d99eead06936c971a2021-12-02T19:20:54ZSupporting Access to Open Online Courses for Learners of Developing Countries10.19173/irrodl.v16i4.23281492-3831https://doaj.org/article/100683f00411461d99eead06936c971a2015-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2328https://doaj.org/toc/1492-3831This paper examines how access to, and use of, open educational resources (OER) content may be enhanced for nonnative learners in developing countries from a learner perspective. Using analysis of the open education concept, factors that affect access to OER content, and universal standards for delivering multimedia learning, the author demonstrates that the open concept, access, and participation in OER content follow a three-level relationship. This relationship is affected by technology, economic, and more importantly, social factors, all of which play dual and opposite roles. The open concept forms the foundation of the three-level relationship, while access maintains a central role from which participation, including use, repurposing, and redistribution of OER depend. The submission is that the relationship among openness, access, and participation should be a major consideration for producers and providers of OER content who seek to support access for nonnative learners, particularly those in developing countries.Kwame NtiAthabasca University Pressarticleopen educational resourcesaccessnonnative learnerssocial factorsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 4 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources access nonnative learners social factors Special aspects of education LC8-6691
spellingShingle	open educational resources access nonnative learners social factors Special aspects of education LC8-6691 Kwame Nti Supporting Access to Open Online Courses for Learners of Developing Countries
description	This paper examines how access to, and use of, open educational resources (OER) content may be enhanced for nonnative learners in developing countries from a learner perspective. Using analysis of the open education concept, factors that affect access to OER content, and universal standards for delivering multimedia learning, the author demonstrates that the open concept, access, and participation in OER content follow a three-level relationship. This relationship is affected by technology, economic, and more importantly, social factors, all of which play dual and opposite roles. The open concept forms the foundation of the three-level relationship, while access maintains a central role from which participation, including use, repurposing, and redistribution of OER depend. The submission is that the relationship among openness, access, and participation should be a major consideration for producers and providers of OER content who seek to support access for nonnative learners, particularly those in developing countries.
format	article
author	Kwame Nti
author_facet	Kwame Nti
author_sort	Kwame Nti
title	Supporting Access to Open Online Courses for Learners of Developing Countries
title_short	Supporting Access to Open Online Courses for Learners of Developing Countries
title_full	Supporting Access to Open Online Courses for Learners of Developing Countries
title_fullStr	Supporting Access to Open Online Courses for Learners of Developing Countries
title_full_unstemmed	Supporting Access to Open Online Courses for Learners of Developing Countries
title_sort	supporting access to open online courses for learners of developing countries
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/100683f00411461d99eead06936c971a
work_keys_str_mv	AT kwamenti supportingaccesstoopenonlinecoursesforlearnersofdevelopingcountries
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Supporting Access to Open Online Courses for Learners of Developing Countries

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