Coughlan, Tony and Perryman, Leigh-Anne
(2011).
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| URL: | http://journals.akoaotearoa.ac.nz/index.php/JOFDL/... |
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| Google Scholar: | Look up in Google Scholar |
Abstract
This article explores the relationship between academic disciplines‘ representation in the United Kingdom Open University‘s (OU) OpenLearn open educational resources (OER) repository and in the OU‘s fee-paying curriculum. Becher‘s (1989) typology was used to subdivide the OpenLearn and OU fee-paying curriculum content into four disciplinary categories: Hard Pure (e.g., Science), Hard Applied (e.g., Technology), Soft Pure (e.g., Arts) and Soft Applied (e.g., Education). It was found that while Hard Pure and Hard Applied disciplines enjoy an increased share of the OER curriculum, Soft Applied disciplines are under-represented as OER. Possible reasons for this disparity are proposed and Becher‘s typology is adapted to be more appropriate to 21st-century higher education.
| Item Type: | Journal Article |
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| Copyright Holders: | 2011 The Authors |
| ISSN: | 1179-7673 |
| Extra Information: | Special theme issue on Open Educational Practices
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| Keywords: | open educational resources; OER; widening participation; work-based learning; education; distance education; e-learning; open education; open learning; online learning; educational inclusion; disciplinary differences; study skills; OER repositories |
| Academic Unit/Department: | Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care Faculty of Wellbeing, Education and Language Studies (WELS) Institute of Educational Technology |
| Item ID: | 31071 |
| Depositing User: | Tony Coughlan |
| Date Deposited: | 12 Jan 2012 11:36 |
| Last Modified: | 02 Aug 2016 18:05 |
| URI: | http://oro.open.ac.uk/id/eprint/31071 |
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