Our new article on Implementation of open educational resources in a nursing programme: experiences and reflections

Authors
Marie Elf, Ebba Ossiannilsson, Maria Neljesjö & Monika Jansson are the authors for this new article on Implementation of open educational resources in a nursing programme: experiences and reflections in Open Learning: The Journal of Open, Distance and eLearning (2015) Vol. 30, No. 3, 252–266.

Affiliations
Department of Nursing, Dalarna University, School of Education, Health and Social Studies, Falun, Sweden; b Center for Educational Development, SADE (the Swedish Association for Distance Education) Lund University, Lund, Sweden

Abstract

The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web. 

Keywords 

e-learning; nursing education; open educational practice; open eduactional resourses; quality education

To cite this article: Marie Elf, Ebba Ossiannilsson, Maria Neljesjö & Monika Jansson (2015) Implementation of open educational resources in a nursing programme: experiences and reflections, Open Learning: The Journal of Open, Distance and e-Learning, 30:3, 252-266
DOI: 10.1080/02680513.2015.1127140






To link to this article:
http://dx.doi.org/10.1080/02680513.2015.1127140

ISSN: 0268-0513 (Print) 1469-9958 (Online) Journal homepage: http://www.tandfonline.com/loi/copl20

Education Science Special Issue on "Massive Open Online Courses" (MOOCs) Call for papers

Special Issue Editor

Guest Editor Dr. Ebba Ossiannilsson The Swedish Association for Distance Education  Elearning Specialist and international quality reviewer, elearning, OER and MOOCs Website: http://www.oeconsortium.org/directory/professional/ebba-ossiannilsson/ | http://www.openeducationeuropa.eu/en/user/351 Interests: choiced based learning; e-learning; hybrid learning; learning analytics; learning design; MOOCs; OER; online open learning; quality; rhizome learning Special Issue Information Dear Colleagues, The Global High Level Policy Forum, organized by UNESCO and the International Council for Open and Distance Education (ICDE) in June 2015 aimed to: …turn international policy statements into actions to ensure equity, access, and quality which encourages countries to provide inclusive, equitable, quality education and life-long learning opportunities for all. In particular, this is to respond to the scale and urgency of need for higher education in the period 2015 to 2030 due to the expected massive growth of students. The actions aim to encourage, facilitate, and embrace the power of online, open and flexible Higher Education for the future we want for a sustainable global development, and to allow education for all. Thus, we have to concentrate, and to look at the sunrise and what is coming on the horizon related to the entire concept of opening up education, instead of just looking at the sunset of MOOCs (Massive Open Online Courses). We can not educate today’s students with methods from the past century, for a future we do not know anything about. This Special Issue on MOOCs  will address some burning themes: new pedagogy and learning engagement the death of the MOOCs MOOCs and inequality can MOOCs address the need to “skill” the population around the globe who is the next generation of learners, teachers, managers, administrators opening up learning to ensure equity, access, and quality credentialization and recognition of MOOC-based learning if MOOCs are the answers, what are the questions Keywords choice based learning equity, access and quality globalization lifelong and lifewide learning new learning environments open online learning recognition MOOC Welcome to contribute, we are looking forward to hear from you! Find more information here Ebba Ossiannilsson Guest Editor Submission Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website. Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed Open Access quarterly journal published by MDPI. Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 300 CHF (Swiss Francs). English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections. Information about  the Journal Education Sciences — Open Access Journal Education Sciences (ISSN 2227-7102) is an international, open access journal published quarterly online by MDPI. Open Access - free for readers, with publishing fees paid by authors or their institutions. Rapid publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 31 days after submission; acceptance to publication is undertaken in 8 days (median values for papers published in this journal in 2015).