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Differentiation in Access to, and the Use and Sharing of (O)ER among Students and Lecturers at Ghanaian Universities
The document summarizes a study on the differentiation in access to and use of open educational resources among students and lecturers at Ghanaian universities. It finds that digital proficiency varies between technical and non-technical universities, with lecturers and students at non-technical universities rating themselves as more advanced. It also finds dissatisfaction with internet connectivity is more pronounced at technical universities. While open licensing is not well understood, both students and lecturers frequently adopt open practices. It recommends addressing low ICT competencies, improving unequal internet access, and raising awareness of open licensing to further adoption of open educational resources in Ghana.
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Differentiation in Access to, and the Use and Sharing of (O)ER among Students and Lecturers at Ghanaian Universities
- 1. Differentiation in Accessto, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Ghanaian Universities JUDITH PETE Prof. FRED MULDER Prof. JOSE DUTRA
- 2. Who Am I? •PhD Researcher at the Open University Netherlands (OU NL) • Member of Global Open Educational Resources Graduate Network (GO-GN) • Lecturer and Research Coordinator at Tangaza University College, Nairobi Kenya • Africa Co-ordinator for ROER4D project 2 OE Global Conference Delft, Netherlands 24-26 April 2018 2
- 3. • ROER4D isa large-scale study carried out to get a fair ‘OER Picture’ for the Global South. • South America, South East Asia and Sub-Saharan Africa. • GHANA – Sub-Saharan country surveyed OE Global Conference Delft, Netherlands 24-26 April 2018 3
- 4. Sample •818 students •38 Lecturers •Universityof Ghana, Cape Coast, Kwame Nkurume University Science &Technology and Catholic Institute of Business and Technology OE Global Conference Delft, Netherlands 24-26 April 2018 4
- 5. Research Questions • Whatis the state of connectivity and digital proficiency? • What kind and level of use, re-use, creation, and sharing of educational resources (ER)? • What is the level of awareness of licensing related to open educational resources (OER)? • How do they perceive the value of openness in educational resources, its implementation opportunities, and its institutional context? OE Global Conference Delft, Netherlands 24-26 April 2018 5
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- 10. Satisfaction with internet connectivity OEGlobal Conference Delft, Netherlands 24-26 April 2018 10
- 11. Cont… OE Global ConferenceDelft, Netherlands 24-26 April 2018 11
- 12. Lecturers Tech. OE GlobalConference Delft, Netherlands 24-26 April 2018 12
- 13. Lecturers Non-Tech. OE GlobalConference Delft, Netherlands 24-26 April 2018 13
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- 17. Concluding Remarks • Digitalproficiency shows various patterns of differentiation. Lecturers and students at non- technical universities rate themselves clearly more ‘advanced’ than their colleagues at the technical universities. • Scores: lecturers 22% Versus 15%; students 12% versus 5%. OE Global Conference Delft, Netherlands 24-26 April 2018 17
- 18. Cont.. • Level ofsatisfaction with the internet connection a partly alarming outcome comes up. No matter whether this relates to cost, speed, or stability, at the technical universities the dissatisfaction is very pronounced: around 64% for the students, and over 67% for the lecturers. At the non-technical universities the overall appreciation is reverse. • Yes, there is a substantial digital differentiation in terms of internet connection and accessibility between technical and non-technical universities. OE Global Conference Delft, Netherlands 24-26 April 2018 18
- 19. Cont… • Open licensingdoes not receive proper attention. This appears from the question on the application of licenses, on the one hand to be assigned by respondents for their own materials to others, and on the other hand by respondents using open educational resources from others. OE Global Conference Delft, Netherlands 24-26 April 2018 19
- 20. Cont… • In practice,& interestingly enough, both lecturers and students appear to act quite frequently with an attitude and behaviour of embracing those key OER attributes. OE Global Conference Delft, Netherlands 24-26 April 2018 20
- 21. Recommendations • A significantpart of the lecturers at Ghanaian universities does not yet have the required ICT competencies as foreseen in the National ICT Policy, and because there is a significant digital proficiency differentiation (L &S) at technical and non-technical universities, the implementation of that ICT Policy is at stake and needs a strong boost from different stakeholders i.e. government. OE Global Conference Delft, Netherlands 24-26 April 2018 21
- 22. Recommendations • The alarminglysubstantial digital differentiation in terms of internet access and accessibility and the extremely low level of satisfaction with the internet connection (cost, speed, and stability) at the technical universities as compared to the non-technical universities, puts a serious challenge on Ghana….. OE Global Conference Delft, Netherlands 24-26 April 2018 22
- 23. Recommendations • The overallawareness and appreciation of open licensing, let alone commitment to this approach, is low and therefore a hindrance in the adoption of the OER philosophy. OE Global Conference Delft, Netherlands 24-26 April 2018 23
- 24. Recommendations • The perceptionof ER’s value scored by both lecturers and students, can be useful also in the context of how to most effectively further OER in Ghana as a country and its educational institutions. OE Global Conference Delft, Netherlands 24-26 April 2018 24
- 25. *Thank You foryour attention* OE Global Conference Delft, Netherlands 24-26 April 2018 25 Judith Pete: Email: [email protected] Tel: +254 (20)721 680 456 Twitter:@judyphalet