Supporting Access to Open Educational Resources Content for Learners of Developing Countries

ID: 49403 Type: Full Paper: Conceptual & Empirical Study
  1. Kwame Nti, University of Georgia, United States

Wednesday, June 29 10:30 AM-11:00 AM Location: Grand Ballroom C

No presider for this session.

Abstract: This paper examines how access to, and use of, open educational resources (OER) content may be enhanced for learners of developing countries from a learner perspective. Using analysis of the open education concept, factors that affect access to OER content, and universal standards for online learning, the author shows that the open education concept, access, and participation in OER content follow a three-level relationship. The relationship is affected by technological, economic, and more importantly, social factors, all of which play dual and opposite roles. The open education concept forms the foundation of the three-level relationship, while access maintains a central role from which participation, including use, repurposing, and redistribution of content depend. The submission is that the relationship among openness, access, and participation should be a major consideration for producers and providers of OER content who seek to support access for learners of developing countries.


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