Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers

Information and communication technologies aid marginalized groups in seeking social support, building proximate networks, and improving employment opportunities. However, one key factor that is understudied in the literature is the impact of open education resources (OER) on the employability of ma...

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Autores principales:	Arul Chib, Reidinar Juliane Wardoyo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	open and distance learning open education resources employability literacy migration Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ef649572103142e981893d06175a0440
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spelling	oai:doaj.org-article:ef649572103142e981893d06175a04402021-12-02T19:25:28ZDifferential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers10.19173/irrodl.v19i3.35381492-3831https://doaj.org/article/ef649572103142e981893d06175a04402018-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3538https://doaj.org/toc/1492-3831Information and communication technologies aid marginalized groups in seeking social support, building proximate networks, and improving employment opportunities. However, one key factor that is understudied in the literature is the impact of open education resources (OER) on the employability of marginalized groups. This study focuses on open and distance learning in the context of low-income female migrant domestic workers as a marginalized community. Specifically, we assessed the differential effects of two types of communication: informal OER resources (e.g., social media, mobile calling, texting) and formal OER resources (e.g., classroom prescribed learning tools and lectures) on specific development outcomes of functional literacy and perceived employability. A survey was conducted amongst female migrant domestic workers (n=100) enrolled in the Indonesian Open University in Singapore. Results indicate that access to OER resources via computers in the formal context of institutional learning, when combined with employability awareness, had a significant influence on livelihood outcomes, i.e., perceived employability. However, this did not lead to actual improvements in learning – functional literacy. Instead, actual learning improvement was influenced by digitals skills enabled by mobile phones and computers. The study concludes with a discussion on the policy implications for digital skills training via mobile devices for marginalized populations to bolster the positive effects of OER on livelihood outcomes. Arul ChibReidinar Juliane WardoyoAthabasca University Pressarticleopen and distance learningopen education resourcesemployabilityliteracymigrationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 3 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	open and distance learning open education resources employability literacy migration Special aspects of education LC8-6691
spellingShingle	open and distance learning open education resources employability literacy migration Special aspects of education LC8-6691 Arul Chib Reidinar Juliane Wardoyo Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
description	Information and communication technologies aid marginalized groups in seeking social support, building proximate networks, and improving employment opportunities. However, one key factor that is understudied in the literature is the impact of open education resources (OER) on the employability of marginalized groups. This study focuses on open and distance learning in the context of low-income female migrant domestic workers as a marginalized community. Specifically, we assessed the differential effects of two types of communication: informal OER resources (e.g., social media, mobile calling, texting) and formal OER resources (e.g., classroom prescribed learning tools and lectures) on specific development outcomes of functional literacy and perceived employability. A survey was conducted amongst female migrant domestic workers (n=100) enrolled in the Indonesian Open University in Singapore. Results indicate that access to OER resources via computers in the formal context of institutional learning, when combined with employability awareness, had a significant influence on livelihood outcomes, i.e., perceived employability. However, this did not lead to actual improvements in learning – functional literacy. Instead, actual learning improvement was influenced by digitals skills enabled by mobile phones and computers. The study concludes with a discussion on the policy implications for digital skills training via mobile devices for marginalized populations to bolster the positive effects of OER on livelihood outcomes.
format	article
author	Arul Chib Reidinar Juliane Wardoyo
author_facet	Arul Chib Reidinar Juliane Wardoyo
author_sort	Arul Chib
title	Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
title_short	Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
title_full	Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
title_fullStr	Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
title_full_unstemmed	Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers
title_sort	differential oer impacts of formal and informal icts: employability of female migrant workers
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/ef649572103142e981893d06175a0440
work_keys_str_mv	AT arulchib differentialoerimpactsofformalandinformalictsemployabilityoffemalemigrantworkers AT reidinarjulianewardoyo differentialoerimpactsofformalandinformalictsemployabilityoffemalemigrantworkers
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Differential OER Impacts of Formal and Informal ICTs: Employability of Female Migrant Workers

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