Research and Reports

16 Southern Hemisphere

Last update: Jul 14/20

Adoption

Hodgkinson-Williams, C.A. (2014). Degrees of ease: Adoption of OER, open textbooks and MOOCs in the Global South. Regional Symposium on Open Educational Resources (2nd : 2014 : Wawasan Open University, Malaysia). University of Cape Town. http://hdl.handle.net/11427/1188

Murphy, A. (2013). Open educational practices in higher education: institutional adoption and challenges. Distance Education, 34(2), 201-217. https://doi.org/10.1080/01587919.2013.793641

Diversity, equity, inclusion

Lambert, S.R. (2019). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014-18. Computers & Education, 145. https://doi.org/10.1016/j.compedu.2019.103693

General

Hoosen, S., & Butcher, N. (2019). Understanding the impact of OER: Achievements and challenges. Moscow, Russia: UNESCO Institute for Information Technologies in Education. https://iite.unesco.org/wp-content/uploads/2019/04/Understanding_the_impact_of_OER_2019_final.pdf

Open educational practices (OEP)/pedagogy

Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: Examining students’ voices.  Distance Education, 41(2). https://doi.org/10.1080/01587919.2020.1757409

Czerwonogora, A., & Rodés, V. (2019). PRAXIS: Open educational practices and open science to face the challenges of critical educational action research. Open Praxis, 11(4). http://dx.doi.org/10.5944/openpraxis.11.4.1024

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. ResearchGate. https://www.researchgate.net/publication/281286900_Attributes_of_Open_Pedagogy_A_Model_for_Using_Open_Educational_Resources

Murphy, A. (2013). Open educational practices in higher education: Institutional adoption and challenges. Distance Education, 34(2), 201–217. https://doi.org/10.1080/01587919.2013.793641

Open educational resources (OER)

OER research in Africa

Bozkurt, A., Koseoglu, S.,& Singh, L. (2019). An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4). https://doi.org/10.14742/ajet.4252.

Policy

OER Policies in Africa

Publishers/publishing

Lambert, S. (2019). The Siyavula case: Digital, collaborative text-book authoring to address educational disadvantage and resource shortage in South African schools. International Electronic Journal of Elementary Education, 11(3), 279-290. doi: 10.26822/iejee.2019349252

Social justice

Adam, T. (2020). Between social justice and decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices. Journal of Interactive Media in Education, 2020(1), 7. http://doi.org/10.5334/jime.557

Cox, G., Masuku, B., & Willmers, M. (2020). Open textbooks and social justice: Open educational practices to address economic, cultural and political injustice at the University of Cape Town. Journal of Interactive Media in Education, 2020(1), 2. http://doi.org/10.5334/jime.556

Funk, J., & Guthadjaka, K. (2020). Indigenous authorship on open and digital platforms: Social justice processes and potential. Journal of Interactive Media in Education, 2020(1), 6. http://doi.org/10.5334/jime.560

Hodgkinson-Williams, C.A., Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South. Journal of Learning for Development, 5(3). https://jl4d.org/index.php/ejl4d/article/view/312/340

Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3). Retrieved from https://jl4d.org/index.php/ejl4d/article/view/290/334

Sustainability

Ganapathi, J. (2019). User-generated content’s impact on the sustainability of open educational resources. International Council for Open and Distance Education, 11(2). DOI: https://doi.org/10.5944/openpraxis.11.2.941

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