INTRODUCTION
Reason of the study
The education sector has been significantly transformed by the global rise of technology, leading to the emergence of Education 4.0, which emphasizes innovative learning methods and competencies to improve knowledge generation and information sharing (Miranda et al., 2019) To enhance students' capabilities, it is essential to focus on effective teaching and learning channels Universities must embrace advanced technology and move away from traditional learning approaches to produce a generation of highly skilled graduates in the Education 4.0 landscape (James).
Vietnam, officially connected to the Internet in November 1997, has rapidly emerged as a leading nation in Asia for technology and communication (Chi, 2019) Since then, numerous universities across the country have integrated e-learning practices into their educational systems.
In today's educational landscape, the role of technology is increasingly significant, with open educational resources (OER) recognized as vital for advancing towards a 4.0 education Globally, educational institutions are being urged to explore and implement OER to enhance learning outcomes and foster innovation in teaching practices.
In 2011, the functions of Open Educational Resources (OER) emerged as advanced and highly accessible tools, providing learners with greater opportunities to expand their knowledge The Covid-19 pandemic has further accelerated the shift towards e-learning, prompting students to seek online materials to support their academic pursuits As Vietnam embraces open initiatives for educational reform, the country is increasingly receptive to the concept of OER.
Research objectives and significance of the study
As part of the developing nations that targets the global trend of Education 4.0, Vietnam is enhancing approaches to adopt the “Open initiatives” in all sectors of
The Party of Vietnam has enacted Central Resolution 29 to fundamentally reform the education system, emphasizing "openness" at all educational levels (Department of Continuing Education, 2019) Open Educational Resources (OER) play a crucial role as a 4.0 education enabler, fostering a quality education system that encourages inclusivity and empowers teachers to create standardized learning materials (UNESCO recommendation, 2019) Thus, establishing open and sustainable learning resources is vital for Vietnam to enhance educational quality and cultivate a skilled generation in the context of Education 4.0 (Nghia, 2020).
The adoption of Open Educational Resources (OER) is rapidly increasing in developed countries; however, it remains stagnant in developing nations due to various organizational, technological, and cultural challenges Currently, there is a significant lack of knowledge regarding the status of OER in these regions Research conducted by Hu et al (2015) highlights the scarcity of studies focused on OER adoption in developing countries.
This research aims to uncover the value of Open Educational Resources (OER) in addressing challenges related to resource availability and quality education in Vietnam It will explore policies and frameworks surrounding OER in education to understand the mechanisms facilitating its use Additionally, the study will investigate the application of OER at the University of Social Sciences and Humanities, focusing on institutional policies and student utilization of these resources.
Research questions
1 How is the current application of Open Educational Resources in the University of Social Sciences and Humanities?
1.1 What institutional practices does USSH lecturers use to promote OER? 1.2 How are students integrating OER in their study?
1.3 What are the perceived benefits of OER?
2 What are the existing challenges in promoting OER at USSH ?
2.1 What challenges are on the school level?
2.2 What challenges are on the individual level?
Scope of the study
This study primarily targets lecturers and students, emphasizing that the successful development of Open Educational Resources (OER) requires the active involvement of all stakeholders, including educators and learners (Nghia, 2022) Educators are responsible for creating and integrating OER into their teaching, while students must take the initiative to discover and effectively utilize these free resources for their academic needs Data for this research was collected over a three-month period, from May 2022 to August 2022, at a specific higher education institution.
THEORETICAL CONSIDERATION AND METHODOLOGY
Literature review
2.1.1 The development of OER a, The history of OER
The concept of "open" has been explored in literature since ancient times, notably in Karl Popper's influential work, “The Open Society and Its Enemies.”
The term "open" signifies a broad-minded approach to unconventional perspectives and diverse ideas, as noted by Popper (1945) It has since been associated with various domains, including "open access," "open education," and "open data." The concept of "open access" originated in 1931 with Ranganathan's "Five Laws of Library Science" (Mishra, 2012), aiming to provide universal access to literature even before the digital age This foundational idea led to the formalization of "open access" in the Budapest Open Access Initiative in September 2002, which promotes free public access to information online This initiative allows users to review, share, and print documents without technical barriers, provided that the integrity of the work is maintained and the author's rights are respected (Vollmer, 2012).
Open Educational Resources (OER) embody the principles of "open access," allowing users to freely use, modify, and redistribute digital materials for educational purposes Historically, access to education was limited, particularly for individuals in remote areas To enhance learning opportunities, various initiatives were introduced, with California State University leading the charge in 1997 by establishing the MERLOT platform This platform enables users to find accessible free online courses and educational resources, currently offering over 40,000 curated items and more than 700 unique materials.
5 produces the leading channel for college teachers to disseminate educational content focused on teaching and learning
David Wiley, an assistant professor at Utah State University, proposed a license for free and open content as an alternative to traditional copyright, significantly simplifying the process of making digital and intellectual resources publicly accessible His vision, alongside initiatives from California State University and the early open access movement, played a crucial role in the evolution of open educational resources (OER) in universities.
Rice University was a pioneer in implementing Open Educational Resources (OER) and challenging the for-profit educational model Professor Richard Baraniuk founded Connexions, now known as OpenStax, to provide free online access to university-level textbooks, saving American students nearly $40 million by eliminating the need to purchase expensive textbooks Similarly, the Massachusetts Institute of Technology (MIT) took a bold step by offering its courses online for free through its OpenCourseWare (OCW) initiative, making over 30 philosophy courses accessible to students worldwide This transformative movement has garnered significant academic interest and has played a crucial role in promoting OER, which aims to enhance learning opportunities for scholars from diverse backgrounds.
The descending movement to enhance the practice of OER is through the Forum on the Impact of Open Courseware for Higher Education by UNESCO In this 2002
Open Educational Resources (OER) are defined as platforms offering unlimited access to learning content, enhanced by technology to support users' educational and academic needs The William and Flora Hewlett Foundation, a key financial supporter of OER initiatives, has emphasized the importance of intellectual property licenses in its definition of OER These licenses grant users the freedom to copy and modify original content while ensuring that the rights of the original authors are protected from unauthorized use (Butcher, 2011).
Open Educational Resources (OER) encompass a variety of materials, including course content, monographs, learning objects, open textbooks, interactive multimedia, and theses or dissertations, all of which are freely available for teaching and learning under an open license Understanding the classification of different types of OER is crucial for both producers and users, as it facilitates easier access to these resources and supports sustainable development in education.
Open Educational Resources (OER) play a crucial role in achieving Sustainable Development Goal 4: Quality Education The International Council for Distance Education highlights OER as a key factor in promoting equity and quality in education, offering innovative solutions to address societal and economic demands Furthermore, current international agreements advocate for the eventual provision of free tertiary education, as emphasized by UNESCO.
Since UNESCO's establishment of Open Educational Resources (OER) in 2004 and the subsequent OER Paris Declaration in 2012, there has been a growing focus on OER, leading to numerous conferences and colloquiums A pivotal event was the World OER Congress, where the first congress highlighted OER as tools for creating learning resources, while the second congress underscored OER's role in promoting quality education Emphasizing OER as a crucial solution for achieving Sustainable Development Goal 4: Quality Education, the congress generated several action plans aimed at mainstreaming OER to enhance educational quality.
The Ljubljana OER Action Plan emphasizes the role of Open Educational Resources (OER) in helping nations achieve Sustainable Development Goal 4 (SDG 4) by ensuring that essential conditions for high-quality education are established This plan reflects a collective dedication to converting OER into actionable strategies that promote equity, inclusion, and access in education.
Open Educational Resources (OER) have a significant impact in developed countries, as evidenced by various colloquiums, while in developing nations, OER alone may not resolve educational crises Nonetheless, OER is gaining traction as more countries recognize that educational materials should belong to learners (McGreal, 2017) OER is particularly advantageous for developing countries, as it supports Sustainable Development Goal 4 by enhancing access to education for underprivileged populations, thereby promoting equitable education Moreover, OER is a cost-effective investment for developing quality curriculum and teaching materials (Dhanarajan & Porter, 2013, as cited in Sandanyake, 2019) By overcoming licensing barriers, OER fosters collaboration among educators and institutions to ensure equitable access to educational resources Available across all educational sectors, including tertiary and vocational education, OER promotes a learner-centered and self-directed approach, catering to the ongoing educational needs of users (Jisc, 2012, as cited in Sandanyake, 2019).
As the advantage of offering quality educational content became prominent, in
In 2019, the "Recommendation on Open Educational Resources" was introduced to promote and support the development of Open Educational Resources (OER) globally Countries are urged to enhance awareness and foster OER initiatives from the national to the institutional level, impacting all sectors of education as outlined in the UNESCO Constitution Following the release of this Recommendation, significant steps have been encouraged to advance OER capacity building worldwide.
Governments and universities have quickly adapted objectives in the recommendation and proactively integrated the promotion of OER across all levels in their respective countries
2.1.2 Major OER initiatives around the world
Canada is actively embracing innovative strategies to enhance higher education through the implementation of Open Educational Resources (OER) According to McGreal, Anderson, and Conrad (2015), the Canadian government encourages institutions to expand OER and supports the open data movement via open licenses The development of OER in Canada relies on collaboration among governmental, academic, and individual partners Notable organizations, such as the Council of Ministers of Education of Canada (CMEC), are involved in planning and promoting OER initiatives Despite the opportunities for collaboration among institutions and organizations, as of 2012, only one Canadian institution was a member of the Open Education Consortium, highlighting Canada’s mixed representation in international alliances related to open education.
The United Kingdom has been a leader in Open Educational Resources (OER) since 1999, actively promoting their development through various studies and programs The Open University, a pioneer in this field, provides approximately 5% of its course materials as free OER each year, making quality education accessible online OpenLearn, established in 2008, serves as a centralized hub for open learning resources, while the Open Learning Network (OLnet), founded in 2009, focuses on collecting data and encouraging research on OER creation and usage.
9 work from the beginning (McAndrew and Farrow, 2013): legal, practical, pedagogic, economic, transformative, technical
In 2012, the Hewlett Foundation launched the OER Research Hub project to create an evidence base supporting the benefits of Open Educational Resources (OER) in collaboration with 15 partners This initiative has generated substantial academic output and a variety of reports on OER's impact for broader audiences, examining effects at micro (learner usage), meso (institutional learning and teaching), and macro (international collaborations and open education) levels The findings underscore the significance of measuring OER's impact and developing strategies to enhance it Additionally, the OER impact map, part of the OER Research Hub, documents the global influence of OER.
India: One of the major technologically advanced nations in the world is India
Working concepts and theoretical consideration
Open Educational Resources (OER) encompass a variety of teaching, learning, and research materials available in the public domain or under open licenses These resources allow for free access, use, and distribution with minimal restrictions, promoting widespread educational opportunities.
The Sustainable Development Goals (SDGs), also known as the Global Goals, were established by the United Nations in 2015 as a universal initiative aimed at eradicating poverty, protecting the environment, and ensuring sustainable development by the year 2030.
The 17 Sustainable Development Goals (SDGs) are interconnected and designed to promote peace and prosperity for all, emphasizing the importance of balancing social, economic, and environmental sustainability When decisions are made in one area, they can significantly impact outcomes in others, highlighting the need for a holistic approach Countries have committed to prioritizing the needs of the most vulnerable populations, with the SDGs focused on eradicating poverty, hunger, AIDS, and gender injustice Achieving these goals requires collective efforts from society, leveraging innovation, expertise, technology, and financial resources.
Sustainable Development Goal 4 emphasizes the importance of quality education as part of the 17 Sustainable Development Goals established by the United Nations Its primary aim is to ensure equitable access to education for all learners and promote lifelong learning opportunities In addition to striving for universal literacy and numeracy, this goal focuses on building new educational facilities and improving existing ones to foster effective, inclusive, and safe learning environments for every student (Ritchie et al., 2018).
Based on the background information and evidence presented in the literature review, a conceptual framework can be established that illustrates the relationship between a university's adoption of Open Educational Resources (OER) and the associated perceived benefits and challenges.
Figure 2.1: Conceptual framework created by author
During the Global Dialogue on ICT and Education innovation, Zhao (2016) highlighted the significant connection between Open Educational Resources (OER) and the advancement of equitable, quality education as outlined in Sustainable Development Goal 4 (SDG4) To illustrate this relationship, the author developed an analytical framework (Table 2.1) that details the specific SDG4 goals and targets influenced by OER This framework, along with corresponding survey questions, is designed to emphasize the benefits of OER in relation to the SDG4 targets.
Target 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
In accordance with current international accords, tertiary education should gradually become free
Target 4.4 Increase the number of youth and adults who have relevant
A wide range of education and training modalities should be
To enhance employment prospects and entrepreneurship, it is essential to develop 19 key skills, including technical and vocational abilities These skills aim to improve and diversify learning opportunities for all individuals, with a particular focus on empowering girls and women By acquiring the necessary knowledge, skills, and competencies, everyone can achieve respectable employment and improve their daily lives.
Target 4.5 Ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
Access to inclusive and equitable quality education, along with lifelong learning opportunities, is essential for everyone, particularly for individuals with disabilities, immigrants, indigenous peoples, and vulnerable children and youth.
Table 2.1 Authors’ illustration, adapted from UN Sustainable Development
The analytical framework presented focuses on the implementation of Open Educational Resources (OER) and examines the associated benefits and challenges in teaching and learning Based on Knight's (2006) framework, the author categorizes these aspects into two levels: institutional and individual While acknowledging that a national level is absent, the framework emphasizes the institutional level, which reflects university initiatives, and introduces the individual level to address the specific challenges faced by lecturers and students This comprehensive approach positions the integration of OER as a form of internationalization in higher education.
Implementation Institutional Practice School’s initiative
Lecturer’s effort Student’s utilization Student’s integration of
Benefits Institutional level Lecturer’s perspective on the benefits
Individual level Student’s perspective on the benefits
Challenges Institutional level Barriers in school’s policy and management
Individual level Difficulties related to lecturer
Table 2.2: Analytical framework created by author on the current implementation, benefits and challenge of OER
Methodology
This research employs a mixed-method approach, combining qualitative and quantitative research methods A survey will be conducted among undergraduate students at the University of Social Science and Humanities (USSH) to assess the utilization of Open Educational Resources (OER) in academics Additionally, in-depth interviews will be conducted to gather insights from both lecturers and students Since the interviews and surveys are conducted in Vietnamese, the author will translate the transcripts and survey data into English for analysis.
According to Central Resolution Number 29, Vietnam is undergoing
Educational reform is undergoing significant changes, focusing on the capabilities and attributes of learners (Do, 2017) Higher education aims to improve the quality of human resources to meet labor market demands, especially in an increasingly globalized environment (BGO, 2015, as cited in Do, 2017) To prepare individuals for international work, it is crucial for them to engage in lifelong self-directed learning Additionally, the innovation of training content and teaching methods in Vietnam's education system relies heavily on the availability of high-quality learning resources.
Vietnam National University - Hanoi (VNU) is a leading interdisciplinary institution in Vietnam, dedicated to fostering innovation and advancing the higher education system VNU collaborates with organizations like UNESCO and VOER to promote Open Educational Resources (OER) in education The University of Social Sciences and Humanities (USSH), as part of VNU, actively supports technology advancement in education by hosting seminars on OER, including notable events in 2017 and 2019 Despite these efforts, the integration of OER at USSH has faced challenges, with limited success and achievements observed To better understand the situation, further research is essential to evaluate OER utilization among lecturers and students, shedding light on the reasons for the incomplete adoption of OER at USSH.
A survey was conducted on the campus of the University of Social Sciences and Humanities to assess the adoption, perceived benefits, and obstacles of Open Educational Resources (OER) The survey utilized multiple-choice and Likert-type scale questions to effectively gather this information.
The Likert Scale, developed by psychologist Rensis Likert, is a tool for assessing the degree of agreement or disagreement on a symmetric scale (Brown, 2010) It typically employs a five-, seven-, or nine-point scale to measure respondents' agreement with various statements In this survey, a 5-point Likert scale was utilized to evaluate the approval levels of participants regarding specific statements (Brown, 2010) The survey is structured into four key sections: understanding Open Educational Resources (OER), implementation of OER in the classroom, and the benefits and challenges associated with OER.
A survey conducted at USSH received responses from 172 students, encompassing all academic years Notably, first-year students comprised the largest group of respondents at 48.3%, while second-year students had the lowest participation rate at 16.3% Third-year and final-year students each accounted for nearly 20% of the responses.
Figure 2.2: Students divided by school year
In a survey of 172 respondents, 35.5% were male (n = 61) and 64.5% were female (n = 111), representing various faculties at USSH The data revealed participation from 17 different faculties, with the Faculty of Library and Information Science having the highest number of respondents at 12% (21 participants) Close behind were the Faculty of Archival Studies and Sociology, contributing 11% and 10% respectively The Faculty of International Studies and Literature each accounted for 9% of the total participants, while the Faculty of Religious Studies and the Faculty of History had the lowest response, with 9 students each These specific proportions are visually represented in Figure 2.3.
Figure 2.3: Survey participants’faculty b, Survey data coding and analysis
The survey involving 172 participants yielded complete and valid results without any missing data or outliers While personal or on-site surveys may seem more time-consuming, they often achieve higher response rates Additionally, visual aids can enhance understanding of the questions, enabling quicker responses (Jones, 2013) For data processing, the paper survey responses were transferred to Google Forms, after which the relevant datasets were coded and analyzed using Excel.
24 results, descriptive analytic techniques were used to assess the data obtained from the online survey
In-depth interviews complemented survey data, offering deeper insights into the relationships among research variables Utilizing a purposive snowball sampling strategy, the author secured participation from 14 experienced lecturers and 3 students at USSH, all knowledgeable about Open Educational Resources (OER).
The interview process commenced with the distribution of 17 consent forms to lecturers and students at USSH, seeking their participation Once consent was obtained, interviews were conducted in USSH classrooms The interview guide was structured into three sections, focusing on the implementation, benefits, and challenges experienced by both lecturers and students.
Seventeen participants took part in the interviews, but many declined to be recorded, prompting the author to document their answers instead Each interviewee was assigned a unique serial ID number, and the written responses were coded and analyzed using qualitative theme analysis.
The participants' responses revealed several key themes, allowing the researcher to enhance the survey data through qualitative theme analysis Consequently, the study's conclusions are presented with greater clarity and depth.
FINDING AND DISCUSSION
Basic experience and understanding of OER by lecturers and students in USSH 25
In a survey of 172 students, 110 (67.4%) reported being aware of Open Educational Resources (OER), while 32.6% had never heard of them and were not included in subsequent questions The perceptions of OER among those aware are varied; 45.9% of the 110 students acknowledged knowing the term but lacked full understanding, 19.8% were familiar with the basics, and only 1.7% claimed to fully comprehend the concept This indicates that while over half of the students have encountered OER, a significantly smaller percentage possess proficiency in utilizing these resources.
Figure 3.1: Student’s understanding of OER
Open Educational Resources (OER) are widely recognized by lecturers as a valuable "practical platform" for accessing learning materials, fostering limitless educational opportunities for students Interviewees ID 05, ID 09, and ID 06 emphasized that OER serves as a transformative "method to alter education," highlighting its significant impact on teaching and learning.
The respondents highlighted the significance of Open Educational Resources (OER) as a cost-saving solution for users and a reliable resource for updated information on current topics They provided valuable insights into the importance of OER in the digital age, emphasizing its role in enhancing accessibility to education.
11 is more concerned about "user’s rights" when referencing OER, whereas interviewee
ID 08 and ID 12 specifically mentioned "the copyright issue" surrounding OER Even though it is crucial to mention the trailblazing impact of OER in enabling open access to educational resources, it is also necessary to address the problem of copyright and user rights Therefore, the lecturer's response suggests that they have a thorough comprehension of OER.
Institutional practice in promoting OER
In a recent survey, students indicated their efforts to utilize Open Educational Resources (OER) to enhance their classroom learning Consistent with William Patterson's research on OER types, students at USSH reported using various materials, including course outlines, monographs, textbooks, scientific articles, video/audio lectures, dissertations, and other resources Figure 3.2 illustrates the different academic purposes served by these resources.
According to Figure 3.2, students primarily utilize OER materials for three academic purposes: lesson review, individual work, and group study For lesson review, the most popular resources are textbooks, course outlines, and video lectures, with course outlines being the most favored at 40% In individual work, students at USSH incorporate OER into their self-study routines, with monographs and textbooks each being selected by 37% of respondents For group work, textbooks, scientific articles, and video/audio lectures are preferred, with scientific articles and visual illustrations leading at 57% Video lectures are also significant, chosen by 56% of students as essential for group collaboration Overall, these resources play a crucial role in preparing students for midterm and final exams, emphasizing the importance of thorough research and lesson review.
In a recent study, 65% of students reported using textbooks as their primary resource, while approximately 60% utilized course outlines and visual illustrations Conversely, monographs were the least favored resource, with only 47% of students opting to use them.
A survey utilizing a Likert scale was conducted to assess students' perceptions of the effectiveness of Open Educational Resources (OER) in the classroom The results revealed that 37% of students found OER to be "Moderately effective," while 33% rated it as "Very effective." Only a small percentage of students selected the lower effectiveness options, indicating a generally positive assessment of OER's impact on their learning experience.
“slightly effective” or “not at all effective” It can be seen that students have a neutral response towards the effectiveness of OER
Figure 3.3: Assessment of OER use in the classroom by students
Open Educational Resources (OER) are gaining traction in higher education in Vietnam, showcasing a promising future for their adoption The increasing number of students with a positive attitude towards OER reflects the combined efforts of both students and lecturers in promoting these resources, which could significantly enhance their widespread use.
Figure 3.4: OER positive impact on student’s academic results
A Likert scale question was used to evaluate the impact of Open Educational Resources (OER) on students' academic results in the classroom The findings revealed that most students believe OER positively influences their academic performance.
A notable 22% of students strongly endorse the use of Open Educational Resources (OER) to enhance their studies, while a mere 2% believe OER has minimal impact on their academic success With numerous advantages in fostering independent study and research, 42% of students agree and 32% remain neutral regarding the effectiveness of OER Overall, the majority of students exhibit a positive outlook on the role of OER in improving their academic performance.
3.3.2 Institutional effort in promoting OER
To assess the institutional efforts in promoting Open Educational Resources (OER) at USSH, interviewees discussed various implemented practices OER is a relatively new concept in higher education in Vietnam and other developing countries, prompting institutions to adapt to its practical characteristics Over the years, USSH has organized numerous symposiums and sent lecturers to present research on OER at seminars Respondents noted that the university has successfully influenced faculty members through significant initiatives, such as the Multimedia Lecture Design Skills seminar held in November 2021 on the Zoom platform.
“organize and guide lecturers in the construct and application of softwares that specializes in digital lecture design in November 2021”
Adding to the discussion, interviewee ID 06 mentioned a strategy from USSH pertaining to course design policy
The university has implemented a policy to support lecturers in creating course websites, encouraging a blend of on-site and online classes To enhance teaching effectiveness, lecturers are required to utilize these course websites, with funding allocated at 1 million VND per class Additionally, lecturers may receive extra stipends for teaching hours if they excel and receive positive student reviews on the course website While the long-term accessibility of these courses to the public remains uncertain, many lecturers have independently chosen to share their courses online for students beyond USSH.
While concrete training initiatives for academics on Open Educational Resources (OER) are still in the early stages, there are ongoing efforts to educate lecturers about the advantages of online learning and resources Faculty members generally recognize the importance of OER, and as noted by Interviewee ID 10, the university actively promotes its use among staff.
The university and faculty actively promote the use of Open Educational Resources (OER), leading many lecturers to digitize their lectures for online learning platforms Each digitized lesson earns a stipend or funding from the university, allowing for enhanced lesson design Additionally, the university encourages the use of the E-library and supports the publication of faculty works on both the faculty's and university's webpages.
In addition, interviewee ID 13 praises the effort of faculties in incentivizing the digitalization of lectures and the guidance to students in searching for effective online learning resources
The university offers various training classes focused on online learning resources for students, enhancing their digital literacy Each year, the university's Trade Union facilitates the publication of materials on digital resource utilization and effective digital lecture design Additionally, my Faculty Union implements an electronic lecture design program aimed at improving the creation of digital lectures Numerous seminars hosted by the university and faculty further support these initiatives.
During the COVID-19 pandemic, 31 organized guest speakers to provide guidance on designing lectures and utilizing open resources effectively The Faculty offered substantial support to help instructors transition to online teaching and enhance their learning resources.
Many university lecturers value the integration of Open Educational Resources (OER) into their courses For instance, Interviewee ID 13 discussed the incorporation of OER images into lessons, highlighting the importance of OER in enhancing educational content.
I am dedicated to helping students locate reliable online sources and develop strong citation practices Additionally, I incorporate Open Educational Resources (OER) images into lessons, allowing students to visualize knowledge from original materials I also utilize resources from the VNU-LIC, the central library of Vietnam National Universities, which offers a wealth of OER formatted resources accessible to readers from various universities.
Unlike interviewee ID 13 who integrated OER image into the lectures, interviewee ID 11 included OER knowledge for students in the courses on Open Science
Benefits of using OER
3.2.1 Student’s perspective on the benefit of OER
To gauge students' perceptions of the advantages of Open Educational Resources (OER), a survey utilized a Likert-scale question featuring six statements emphasizing OER's equitable access, availability, cost savings, interactivity, and benefits for self-directed learning Additionally, in-depth interviews were conducted with students knowledgeable about OER to uncover the reasons behind their favorable views on these resources.
According to Figure 5.2, over 50% of students agree that Open Educational Resources (OER) allow equal access to new knowledge for learners from various regions and geographical locations In contrast, less than 40% of students remain neutral on this issue, while more than 10% express disagreement regarding OER's ability to provide equal access.
According to student feedback, 50% agreed that Open Educational Resources (OER) can be easily downloaded and accessed, with only 12% expressing disapproval Interviewee ID 01 emphasized the accessibility of OER resources, highlighting their importance in enhancing educational opportunities.
OER, in my opinion, makes it simple for readers to access a variety of sources of information, which is a prerequisite for research and referencing
In my perspective, OER has the benefit of providing a rich resource Moreover,
34 it is easy to search and refer to the documents
Students appreciate the support provided by Open Educational Resources (OER) due to their diverse themes and availability OER plays a vital role in enhancing individual learning, as it encourages students to research and explore new topics Additionally, OER fosters increased interaction in the classroom, with data indicating a near equal split between students who agree and those who feel neutral about its effectiveness Overall, students view OER as a valuable tool for promoting engagement and collaboration in their learning environment.
According to the chart, over half of the students believe that Open Educational Resources (OER) are an effective tool for self-study Interviewee ID 01 provided insights into why students advocate for the use of OER in their independent learning.
In today's technologically advanced era, utilizing open educational resources (OER) is essential, particularly for Gen Z, who are immersed in digital environments By leveraging online sources for self-study, individuals can foster a proactive approach to learning, enhancing their educational experiences and outcomes.
Nearly 60% of students recognize the cost-saving advantages of Open Educational Resources (OER), highlighting its significant role in supporting their academic pursuits Student respondent ID 03 emphasizes how OER effectively reduces the financial burden associated with purchasing educational materials.
OER facilitates research because it is simple to access and locate You can read the OER materials without spending any money, unlike many other materials
The integration of Open Educational Resources (OER) in the form of videos and audio materials enhances knowledge delivery in lectures, as highlighted in Figure 5.2 Notably, 41% of students expressed agreement with this benefit, marking it as the most favored option Video lectures sourced from platforms like YouTube and TED contribute significantly to this positive reception.
Ed garnered millions of views, drawing a significant audience primarily composed of scholars YouTube users can enhance their videos with a Creative Commons Attribution license, offering a reliable source of Open Educational Resources (OER) for the community By leveraging audiovisual content, students can gain a clearer understanding of the subject matter.
35 of the knowledge that instructors deliver in the class
Students overwhelmingly appreciate the multifaceted benefits of Open Educational Resources (OER), with only about 10% expressing disagreement with any of the statements This strong support highlights their enthusiasm for OER and their commitment to advocating for its advantages in education.
3.2.2 Lecturer’s perspective on the benefits of OER
In-depth interviews reveal that lecturers share a perspective similar to students regarding the accessibility of Open Educational Resources (OER) Many lecturers appreciate the wide range of free OER materials available, highlighting their gratitude for these resources According to lecturer interviewee ID 01, the ease of access to OER significantly enriches academic knowledge.
OER is very beneficial in my opinion because information is quickly shared and therefore, updated knowledge can promote the development of academic expertise in particular and knowledge in general
Along with the evident access benefits of OER, interview ID 10 complimented OER for its efforts to provide clear and accessible legal paperwork
Open Educational Resources (OER) are readily accessible and provide accurate, comprehensive information This is particularly true for national and legal documents available in OER format.
Interviewee ID 09, serving as a lecturer, highlights the significant role of Open Educational Resources (OER) in enhancing academic access and supporting students' financial needs They express optimism about the proactive learning opportunities that OER provides for students, emphasizing its potential to enrich the educational experience.
As an instructor, I am encouraged by the increased access students have to open educational resources, which can significantly lower material costs However, this shift necessitates that students develop strong initiative and establish effective self-study habits.
Many respondents, aligning with interviewee ID 09, emphasized their anticipation for Open Educational Resources (OER) to enhance self-study practices and improve classroom learning quality, as highlighted in Trinh's research.
(2014), approximately 60% of students among the 300 Vietnamese students in the
Challenges of using OER
Promoting Open Educational Resources (OER) faces challenges at both the school and individual levels At the school level, the primary obstacle stems from university policies, while at the individual level, students often cite technical and practical limitations as significant barriers to OER adoption.
3.4.1 Student’s perspective on the challenges of using OER
Figure 3.6: Student’s perspective on the disadvantages of OER
Many students believe that several factors contribute to the reduced effectiveness of Open Educational Resources (OER) Notably, as illustrated in Figure 5.3, a significant barrier to utilizing OER is the limited Internet connectivity, with approximately 54% of students citing this as a primary reason for the challenges they face.
A significant 38% of students report limited opportunities to utilize open educational resources (OER), highlighting the critical role of the Internet in accessing such content Despite this necessity, many college and university students still experience inconsistent Internet access Concerns about unequal technology access were voiced at the 2019 Vietnam Internet Forum, emphasizing the disparity among different societal groups as global connectivity increases (Vietnam News, 2019) Students, in particular, require reliable Internet for their studies, making the adoption of OER challenging for those in remote areas with poor connectivity.
Students express concerns about the frequency of using Open Educational Resources (OER) in class, with 49% viewing it as a potential disadvantage Traditionally, students have relied on textbooks provided by lecturers, which are well-established in the learning process However, reputable colleges in Vietnam are beginning to foster a culture of referencing and utilizing online resources for academic purposes Despite the benefits of OER, students often find that these fully copyrighted online resources require extra time to locate valuable information, a challenge that became more pronounced during the Covid-19 pandemic.
The COVID-19 pandemic significantly increased the appreciation and adoption of online learning and Open Educational Resources (OER) in teaching As a result, many lecturers and students may feel unfamiliar with integrating OER into their classrooms This challenge highlights the need for further promotion of OER to encourage its widespread use in educational settings.
A significant concern among students, as highlighted in a recent survey, is the availability and quality of Open Educational Resources (OER), with 45% and 44% of respondents expressing dissatisfaction, respectively This issue aligns with findings from Pounds and Bostock (2019), who noted that students in Scotland often lack the skills to assess content appropriateness compared to their lecturers To gauge the quality of educational materials, students frequently rely on the credibility of associated organizations Consequently, the search for suitable academic resources poses a considerable challenge for students, not only in Scotland but also in Vietnam.
Furthermore, the challenge in finding OER materials is pressing as there are
In Asia, including Vietnam, there is a significant lack of Open Educational Resources (OER) providers and repositories, which hinders effective access to high-quality materials Abeywardena et al (2012) highlight that the fragmentation of current OER archives complicates the search process In Vietnam, 47% of respondents strongly agree that the scarcity and lack of standardization in OER materials deter their exploration of these resources.
Additionally, student interviewee ID 02 complained that the languages in OER materials were among the biggest barriers when asked about the challenges associated with adopting OER
The majority of OER publications are written in foreign languages, making comprehension more challenging I searched for OER materials online, but there aren't many free Vietnamese learning resources
In Vietnam, the emergence of OER providers and the trend of publicly accessible OER lectures are still in their infancy, leading to challenges for students in finding reliable repositories with Vietnamese content Additionally, copyright concerns pose significant obstacles for students utilizing OER resources, as highlighted by student interviewee ID.
Copyright issue will be a limitation as there will be a certain number of users who do not respect the copyright issue
Copyright issues significantly impact the majority of online resources, complicating proper research and citation practices for students due to the prevalence of unauthorized publications At USSH, students primarily focus on the availability and quality of data, alongside the challenges posed by poor Internet connectivity that can hinder the effective use of Open Educational Resources (OER) Additionally, students express concerns regarding the frequency of OER adoption in classrooms and the implications of copyright infringement.
3.4.2 Challenges from the school management and practice
Integrating Open Educational Resources (OER) into the educational system is challenging due to the need for collaboration among various stakeholders While lecturers at USSH are actively engaged in enhancing educational technology through research and practical applications of OER, they face significant obstacles that hinder the progress of this initiative.
40 opinions from lecturers imply the difficulty in receiving specific instruction on the use of OER
Open Educational Resources (OER) offer numerous advantages; however, in Vietnam, lecturers struggle with the lack of a synchronized OER system The availability of information on OER is limited, and guidance is often insufficient Additionally, I faced technical issues while using OER and found it challenging to identify whom to contact for assistance.
Complying with the comment from interviewee ID 03, respondent ID 05 stated that faculty members require further assistance from the school’s policy to have a more tangible strategy to promote OER
The Faculty and University currently lack a comprehensive policy to educate professors and students about the benefits of Open Educational Resources (OER) As a result, the intended audience has only received general information about OER, with no detailed guidance provided.
Adopting Open Educational Resources (OER) requires a substantial investment of time and financial resources from universities This includes developing standards for faculty use, motivating instructors, purchasing necessary tools, providing training, and establishing central resources for educators (Pathak, 2015) Consequently, the implementation process should be led by the university administration, ensuring clear guidance is communicated to all faculty members An interview with ID 12 highlighted a willingness to integrate OER into lectures, alongside a call for institutional regulations to support this initiative.
I aim to integrate Open Educational Resources (OER) into my lectures due to their numerous benefits However, this integration must be intentional and aligned with the university's regulations and the guidelines set by relevant stakeholders.
Clear guidance from the school is essential for establishing Open Educational Resources (OER) practices This top-down direction should include specific financial and technical support, along with detailed instructions on integrating OER into lectures Currently, lecturers have only received general information about OER and encouragement to incorporate it into their teaching.
Implication to promote OER
OER is a beneficial solution to advance the quality of education and create access for learners from all walks of life Aside from the evident advantages to support students,
Integrating Open Educational Resources (OER) into teaching and learning at USSH presents significant challenges Therefore, it is essential to address these issues to enhance the effectiveness of OER Insights from lecturer interviews provide valuable implications for promoting OER at USSH and throughout Vietnam.
ID 05 expressed the importance of assisting teachers and students on OER
Teachers and students require specialized training and effective communication regarding the use of Open Educational Resources (OER) To promote engagement, OER should be user-friendly and accessible Additionally, schools should implement policies to assess and incentivize staff in utilizing OER A comprehensive, long-term initiative focused on the integration of open educational resources is essential for success.
Despite the efforts of many lecturers to integrate Open Educational Resources (OER) into their teaching, the implementation remains largely individual and inconsistent Most educators sporadically incorporate OER without sufficient institutional support or clear guidelines While there are initiatives encouraging the upload of digital lectures and hosting OER seminars, a comprehensive strategy for OER integration is still lacking Interviewee ID 10 proposes a more effective approach to enhance the promotion of OER within the university.
My university needs to implement clearer policies to enhance the digitalization of learning resources and expand access to these resources on digital platforms It is essential to establish mandatory regulations for integrating Open Educational Resources (OER) into teaching and learning, as currently, we are merely encouraged to adopt them Additionally, promoting OER should be a key criterion in the annual teacher evaluation process at the university.
Advancing the school's resource system towards an open model is crucial for the effective integration of Open Educational Resources (OER) Currently, USSH-VNU offers an open resource feature on the VNU-LIC e-library, allowing non-VNU readers to access materials However, limited awareness of this feature and frequent technical issues hinder access to OER resources Interviewee ID 04 emphasizes the need for reform in the university's data system to enhance accessibility.
It’s necessary to change the information system and data system of the school, university in an open direction ( according to the scope, level, access components )
I highly support increasing the promotion of open educational resources
The institutional practices at USSH highlight the need for a comprehensive approach to intellectual property and author rights, particularly regarding state-funded research projects It is essential that research funded by government resources is made publicly accessible for students nationwide to utilize and replicate Therefore, a critical solution is to advocate for a government policy that mandates the open availability of all state-funded research Conversely, for literary works not backed by government funding, authors retain the right to choose whether or not to share their work as open resources.
To enhance the rights of readers in utilizing institutional Open Educational Resources (OER) and to encourage universities to publish scientific work as OER, it is crucial to establish collaborative digital libraries According to Article 36 of the Law on Technology Transfer 2017, university rectors have the authority to ratify agreements that allow libraries to publish works and exercise property rights over their institutions' works (Tran, 2018) This legal framework supports the formation of shared libraries, such as the Union of Libraries of Northern and Southern Universities in Vietnam, aimed at promoting OER sharing Currently, VNU and Hanoi University of Science and Technology are planning a shared endogenous library to provide students access to valuable materials Thus, the development of shared libraries emerges as a viable strategy to promote OER and should be further encouraged to accelerate its implementation.
To effectively address the challenges of developing Open Educational Resources (OER) in Vietnam and at USSH, it is essential to identify practical solutions Despite the significant obstacles to integrating OER into educational practices, there are viable strategies that institutions can implement to facilitate the adoption of OER in teaching and learning environments.
