Cheung Simon K S, Wong Billy T M, Li Kam Cheong
Information Technology Office, Hong Kong Metropolitan University, Hong Kong, China.
Office of Research Affairs, Hong Kong Metropolitan University, Hong Kong, China.
Front Psychol. 2023 Jan 18;13:1004459. doi: 10.3389/fpsyg.2022.1004459. eCollection 2022.
This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.
本文报告了一项关于大学生对开放教育资源（OER）的感知有用性的研究，该研究涉及在新冠疫情期间学习模式向在线学习转变的情况。参与者包括两组学生，一组采用面对面学习模式，另一组采用远程学习模式。他们参与了一项分别于疫情前的2019年（共收到912份回复）和疫情期间的2021年（共收到1018份回复）进行的调查。结果表明，两组学生普遍认为在疫情期间开放教育资源更有用。被认为相对更有用的开放教育资源的具体类型包括在线开放课程和开放获取教科书。面对面学习的学生认为开放教育资源在备考和考试方面的有用性更高，而远程学习的学生则认为开放教育资源在补充课程材料方面更有用。他们都关注开放教育资源的局限性，尤其是准确性和全面性。研究结果表明，认识到两组学生的不同需求并为他们提供适当的开放教育资源支持非常重要。
