OER in Higher Education in the Global South 2014-2015 - International

Abstract
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Despite the many useful studies on the use of Open Educational Resources (OER) in higher education, most are focused on the activity of students and instructors in the Global North who enjoy comparatively higher levels of economic development, educational provision, policy elaboration, and technological access than those in the Global South – the region where OER is touted as having its potentially greatest impact. This dataset arises from a survey focusing on higher education instructors and students in South America, Sub-Saharan Africa, and South and Southeast Asia. This was a cross-regional survey of 295 instructors at 28 universities in nine countries, Brazil, Chile, Colombia, Ghana, Kenya, South Africa, India, Indonesia, Malaysia. This research seeks to establish a baseline of empirical data for assessing OER awareness and use in the Global South.

The overarching research questions that this study set out to answer are:
1. What proportion of instructors in the Global South have ever used OER?
2. Which variables may account for different OER usage rates between respondents in the Global South?

In order to address these questions, survey responses were correlated against the question (26) of the survey which directly addresses OER usage: "Have you ever used OER that are available in the public domain or has an open license (e.g. Creative Commons) that allows it to be used and/or adapted by others?" A core purpose of the overarching ROER4D project is the development of an empirical baseline of OER and Open Educational Practice (OEP) activity in the Global South. OER itself is a novel concept, and is tied to a broader spectrum of OEP that overlap with, but do not always exactly coincide with, formal OER practice. As such, an investigation into the use, reuse, adaptation, and sharing practices performed by higher education instructors, and the digital infrastructure and foundational literacies that underpin these practices (regardless of their knowledge of formal OER activity) is integral in ascertaining baseline practice. This dataset includes responses by instructors who engage in reuse and sharing activities, irrespective of whether they have consciously used OER in their practice. As such, it offers insights into the practices that exist outside of formally-labelled OER production. Dimension 2 of the survey instrument "Educational Resources" is framed around general practice relating to sharing, use, reuse, creation, and licensing of educational materials, rather than OER per se. Data arising from these responses are to be treated with caution in terms of making inferences around OER, but remain useful in terms of gaining a more informed sense of instructors’ everyday practice. The survey was conducted in four languages (English, Spanish, Portuguese, and Bahasa Melayu); as such, four research instruments were originally produced and four sets of microdata collected. The microdata have been translated into English, and only the English instrument and the aggregated, translated instructor- response microdata is included here. The student-response microdata is not part of this dataset. The dataset is considered to be of interest to OER scholars, practitioners, and policy-makers, as it seeks to provide a useful cross-regional comparison of various aspects of OER adoption.

Geographic coverage
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The survey was conducted in nine countries in South America, Sub-Saharan Africa, and South and Southeast Asia.Countries covered were Brazil, Chile, Colombia, Ghana, Kenya, South Africa, India, Indonesia, Malaysia.

Analysis unit
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Individuals

Universe
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The study engaged instructors in higher education institutions in the nine countries involved in the study.

Kind of data
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Qualitative data

Mode of data collection
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Face-to-face [f2f]

Response rate
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The survey gathered 295 usable responses from instructors.

摘要
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尽管关于开放教育资源（OER）在高等教育中应用的众多有用研究不胜枚举，但其中多数研究都集中于经济、教育供给、政策制定和技术接入等方面相对发达的全球北方地区的学生和教师的活动。这些地区的学生和教师相较于全球南方地区拥有更高的经济开发水平、教育供给、政策制定和技术接入。然而，全球南方地区被普遍认为OER可能产生其最大的影响。本数据集源于一项针对南美洲、撒哈拉以南非洲以及南亚和东南亚地区高等教育教师和学生的调查。这是一项涵盖九个国家、28所大学中295位教师的跨区域调查，这九个国家分别是巴西、智利、哥伦比亚、加纳、肯尼亚、南非、印度、印度尼西亚和马来西亚。本研究旨在为评估全球南方地区OER的意识和应用建立一个实证数据基础。
本研究的核心研究问题如下：
1. 全球南方地区有多少比例的教师曾经使用过OER？
2. 哪些变量可能解释了全球南方地区受访者之间OER使用率的差异？
为了回答这些问题，调查回答与调查中的第26题相关联，该题直接针对OER的使用情况：
“您是否曾经使用过公开领域或具有开放许可（例如，Creative Commons）的资源，这些许可允许他人使用和/或改编？”总体ROER4D项目的核心目的是在全球南方地区开发OER和开放教育实践（OEP）活动的实证基础。OER本身是一个新颖的概念，它与更广泛的OEP领域相重叠，但并不总是与正式的OER实践完全一致。因此，对高等教育教师在实践中进行的重用、改编和共享活动的研究，以及支撑这些实践的技术基础设施和基础素养（无论他们是否了解正式的OER活动），对于确定基础实践至关重要。本数据集包括参与重用和共享活动的教师的回答，无论他们是否在其实践中有意识地使用OER。因此，它提供了关于正式标记的OER生产之外的实践的见解。调查工具的“教育资源”第二维度围绕与共享、使用、重用、创作和许可教育材料相关的普遍实践构建，而不仅仅针对OER本身。从这些回答中产生数据在推断OER方面应谨慎处理，但仍然有助于更全面地了解教师的日常实践。调查使用四种语言（英语、西班牙语、葡萄牙语和马来语）进行；因此，最初产生了四种研究工具，并收集了四套微观数据。微观数据已被翻译成英语，并且此处仅包含英语工具和汇总的、翻译后的教师回答微观数据。学生回答的微观数据不包含在本数据集中。该数据集对OER学者、实践者和政策制定者具有兴趣，因为它试图提供全球不同地区OER采用方面的有用跨区域比较。
地理覆盖范围
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调查在九个南美洲、撒哈拉以南非洲、南亚和东南亚国家的国家进行。覆盖的国家包括巴西、智利、哥伦比亚、加纳、肯尼亚、南非、印度、印度尼西亚和马来西亚。
分析单位
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个人
总体
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本研究涉及九个国家参与研究的高等教育机构的教师。
数据类型
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定性数据
数据收集方式
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面对面（f2f）
响应率
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调查收集了295份可用的教师回答。