Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions

Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via con...

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Autor principal: Bernard Nkuyubwatsi
Formato: article
Lenguaje:EN
Publicado: Commonwealth of Learning 2017
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Acceso en línea:https://doaj.org/article/e5e24f5205884b39925d93aed5386bec
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spelling oai:doaj.org-article:e5e24f5205884b39925d93aed5386bec2021-12-03T19:41:53ZWillingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions2311-1550https://doaj.org/article/e5e24f5205884b39925d93aed5386bec2017-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/223https://doaj.org/toc/2311-1550Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence. Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit. National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions. This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.Bernard NkuyubwatsiCommonwealth of Learningarticleopen educational practicesopen educational resourcesopen coursesopening up higher educationresponsivenesstransformative researchTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 4, Iss 3, Pp 322-337 (2017)
institution DOAJ
collection DOAJ
language EN
topic open educational practices
open educational resources
open courses
opening up higher education
responsiveness
transformative research
Theory and practice of education
LB5-3640
spellingShingle open educational practices
open educational resources
open courses
opening up higher education
responsiveness
transformative research
Theory and practice of education
LB5-3640
Bernard Nkuyubwatsi
Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
description Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence. Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit. National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions. This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.
format article
author Bernard Nkuyubwatsi
author_facet Bernard Nkuyubwatsi
author_sort Bernard Nkuyubwatsi
title Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
title_short Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
title_full Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
title_fullStr Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
title_full_unstemmed Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
title_sort willingness to engage in open educational practices among academics in rwandan public higher education and responsive actions
publisher Commonwealth of Learning
publishDate 2017
url https://doaj.org/article/e5e24f5205884b39925d93aed5386bec
work_keys_str_mv AT bernardnkuyubwatsi willingnesstoengageinopeneducationalpracticesamongacademicsinrwandanpublichighereducationandresponsiveactions
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