Skip to main content

Advertisement

SpringerLink
Log in

Open educational practices of SWAYAM programme among research scholars

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Open Educational Resource creates an opportunity for researchers to learn the openly available online educational resources. OER are publicly and freely licensed electronic resources that offer a remarkable chance for researchers everywhere to share, utilize, and reuse resources. It is a must for researchers to practices these resources to enhance research outcomes. The present study aims at practicing the open educational resources of the state universities of Tamilnadu research scholars on their SWAYAM programme. This study also attempts to determine the research scholars' level of open educational practices on their SWAYAM through appropriate methodological and statistical procedures. From the 300 state universities of Tamilnadu, research scholars are select as the study sample by adopting a simple random sampling method. Hence, the findings and suggestions of the study have much significance to the many research scholars.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Abbreviations

OER :

Open Educational Resource

OEP :

Open Educational Practices

MOOC :

Massive Open Online Courses

ICT :

Information and Communications Technology

UNESCO :

United Nations Educational Scientific and Cultural Organization

MHRD :

Ministry of Human Resource Development

Ph.D :

Doctor of Philosophy

SSLC :

Secondary School Leaving Certificate

HSC :

Higher Secondary

UG :

Under Graduate

PG :

Post Graduate

N :

Total Number

S.D :

Standard Deviation

References

  • Adam, T., Tatnall, A. (2017). The value of using ICT in the education of school students with learning difficulties. Education and Information Technologies, 22(6), 2711-2726. https://doi.org/10.1007/s10639-017-9605-2.

  • Agyei, D. D., Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and Information Technologies, 16(4), 423-439. https://doi.org/10.1007/s10639-010-9141-9.

  • Ahn, J. Y. et al. (2017). An online authoring tool for creating activity-based learning objects. Education and Information Technologies, 22(6), 3005-3015. https://doi.org/10.1007/s10639-016-9567-9.

  • Al-Adwan, A. S. (2020). Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM. Education and Information Technologies, 25(6), 5771-5795. https://doi.org/10.1007/s10639-020-10250-z.

  • Anshari, M. et al. (2017). Smartphones usage in the classrooms: Learning aid or interference?. Education and Information Technologies, 22(6), 3063-3079. https://doi.org/10.1007/s10639-017-9572-7.

  • Anshari, M., Alas, Y., Guan, L. S. (2016). Developing online learning resources: Big data, social networks, and cloud computing to support pervasive knowledge. Education and Information Technologies, 21(6), 1663-1677. https://doi.org/10.1007/s10639-015-9407-3.

  • Arokiya Raj, A. P. F. and Aram, I. A. (2019). ‘Understanding open pedagogy for designing a constructivist learning in Indian MOOCs’. Proceedings of 2019 IEEE Learning With MOOCS, LWMOOCS 2019, (October), 170–173. https://doi.org/10.1109/LWMOOCS47620.2019.8939616.

  • Arthur-Nyarko, E., Agyei, D. D., Armah, J. K. (2020). Digitizing distance learning materials: Measuring students’ readiness and intended challenges. Education and Information Technologies, 25(4), 2987-3002. https://doi.org/10.1007/s10639-019-10060-y.

  • Arvanitaki, M., Zaranis, N. (2020). The use of ICT in teaching geometry in primary school. Education and Information Technologies, 25(6), 5003-5016. https://doi.org/10.1007/s10639-020-10210-7.

  • Badri, M. et al. (2016). Students’ intention to take online courses in high school: A structural equation model of causality and determinants. Education and Information Technologies, 21(2), 471-497. https://doi.org/10.1007/s10639-014-9334-8.

  • Bali, M., Cronin, C., Jhangiani, R. S. (2020).‘Framing open educational practices from a social justice perspective’. Journal of Interactive Media in Education, 1, 1-12. https://doi.org/10.5334/jime.565.

  • Blum-Smith, S., Yurkofsky, M. M. and Brennan, K. (2021). ‘Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs’. Computers and Education, 160. https://doi.org/10.1016/j.compedu.2020.104042.

  • Bordoloi, R., Das, P., Das, K. (2020). Lifelong learning opportunities through MOOCs in India. Asian Association of Open Universities Journal, 15(1), 83-95. https://doi.org/10.1108/aaouj-09-2019-0042.

  • Bossu, C., Meier, M. (2018). ‘Exploring initiatives for open educational practices at an Australian and a Brazilian University’. Journal of Interactive Media in Education, 1, 1-9. https://doi.org/10.5334/jime.475.

  • Bryderup, I. M., Larson, A., Trentel, M. Q. (2009). ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm?. Education and Information Technologies, 14(4), 365-379. https://doi.org/10.1007/s10639-009-9095-y.

  • Charitonos, K. et al. (2020). ‘Advancing social justice for asylum seekers and refugees in the UK: An open education approach to strengthening capacity through refugee action’s frontline immigration advice project’. Journal of Interactive Media in Education, 1, 1-11. https://doi.org/10.5334/jime.563.

  • Conole, G., Weller, M. (2008). ‘Using learning design as a framework for supporting the design and reuse of OER’. Journal of Interactive Media in Education, 1-5. https://doi.org/10.5334/2008-5.

  • Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distance Learning, 18(5), 15-34. https://doi.org/10.19173/irrodl.v18i5.3096.

  • Dai, H. M. et al. (2020). Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective. Computers and Education, 150. https://doi.org/10.1016/j.compedu.2020.103850.

  • Darwish, H. (2019). Open educational resources (OER) Edupreneurship business models for different stakeholders. Education and Information Technologies, 24(6), 3855-3886. https://doi.org/10.1007/s10639-019-09962-8.

  • Eickelmann, B., Gerick, J., Koop, C. (2017). ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?. Education and Information Technologies, 22(4), 1527-1551. https://doi.org/10.1007/s10639-016-9498-5.

  • Flavián, C., Longás, L., Lozano, J. (2013). E-learning and market orientation in higher education. Education and Information Technologies, 18(1), 69-83. https://doi.org/10.1007/s10639-011-9176-6.

  • Işık, C., Yılmaz, S. (2011). E-learning in life long education: A computational approach to determining listening comprehension ability. Education and Information Technologies, 16(1), 71-88. https://doi.org/10.1007/s10639-009-9117-9.

  • Joshith, V. P. (2020). ‘Technology exploration in teaching and learning : perspectives on Open Educational Resources (OER) and Massive Open Online Course (MOOC)’, XII(Iii), 1238–1242.

  • Julia, K., Peter, V. R., Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers and Education, 161. https://doi.org/10.1016/j.compedu.2020.104054.

  • Kafyulilo, A. (2014). Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania. Education and Information Technologies, 19(1), 115-127. https://doi.org/10.1007/s10639-012-9207-y.

  • Kaveri, A. et al. (2017). ‘Convergence or divergence: MOOCs and legacy of higher education outcomes’. Proceedings - 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education, MITE 2016, 20–24. https://doi.org/10.1109/MITE.2016.48.

  • Keengwe, J., Georgina, D. (2012). The digital course training workshop for online learning and teaching. Education and Information Technologies, 17(4), 365-379. https://doi.org/10.1007/s10639-011-9164-x.

  • Kim, D. et al. (2020). Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform. Computers and Education, 156. https://doi.org/10.1016/j.compedu.2020.103961.

  • Kukulska-Hulme, A. et al. (2009). Innovation in mobile learning: A european perspective. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 13-35. https://doi.org/10.4018/jmbl.2009010102.

  • Kumar, P. and Kumar, N. (2020). ‘A study of learner’s satisfaction from MOOCs through a mediation model’, in Procedia Computer Science. Elsevier B.V., 354–363. https://doi.org/10.1016/j.procs.2020.06.041.

  • Lim, C. P. et al. (2020). Information and communication technologies (ICT) for access to quality education in the global south: A case study of Sri Lanka. Education and Information Technologies, 25(4), 2447-2462. https://doi.org/10.1007/s10639-019-10069-3.

  • Littenberg-Tobias, J., Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. Internet and Higher Education, 47. https://doi.org/10.1016/j.iheduc.2020.100759.

  • Magen-Nagar, N., Cohen, L. (2017). Learning strategies as a mediator for motivation and a sense of achievement among students who study in MOOCs. Education and Information Technologies, 22(3), 1271-1290. https://doi.org/10.1007/s10639-016-9492-y.

  • Mahajan, R., Gupta, P., Singh, T. (2019). Massive open online courses: concept and implications. Indian Pediatrics, 56(6), 489-495. https://doi.org/10.1007/s13312-019-1575-6.

  • McLure, M., Sinkinson, C. (2020). Caring for students in postsecondary open educational resource (OER) and open education initiatives: inviting student participation and voice. Reference Services Review, 48(3), 473-487. https://doi.org/10.1108/RSR-03-2020-0018.

  • Meri-Yilan, S. (2020). ‘The online interface and social inclusion: A MOOC study in Turkey’. Journal of Interactive Media in Education, 1, 1-10. https://doi.org/10.5334/jime.558.

  • Mohan, M. M., Upadhyaya, P., Pillai, K. R. (2020). Intention and barriers to use MOOCs: An investigation among the post graduate students in India. Education and Information Technologies, 25(6), 5017-5031. https://doi.org/10.1007/s10639-020-10215-2.

  • Mohapatra, S., Mohanty, R. (2017). Adopting MOOCs for afforable quality education. Education and Information Technologies, 22(5), 2027-2053. https://doi.org/10.1007/s10639-016-9526-5.

  • Mubarak, A. A., Cao, H., Ahmed, S. A. M. (2021). Predictive learning analytics using deep learning model in MOOCs’ courses videos. Education and Information Technologies, 26(1), 371-392. https://doi.org/10.1007/s10639-020-10273-6.

  • Nayek, J. K. (2018). ‘a Survey Report on Awareness Among Lis Professionals / Students About Swayam : a Government of India Initiative on E-Learning a Survey Report on Awareness Among Lis Professionals / Students About Swayam : a Government of India Initiative on E-Learning’, (March), 39–45.

  • Nipa, T. J., Kermanshachi, S. (2020). Assessment of open educational resources (OER) developed in interactive learning environments. Education and Information Technologies, 25(4), 2521-2547. https://doi.org/10.1007/s10639-019-10081-7.

  • Olivares, D. D., Castillo, R. R. (2018). ICT in the classroom: Primary education student teachers’ perceptions of the interactive whiteboard during the teaching practicum. Education and Information Technologies, 23(6), 2309-2321. https://doi.org/10.1007/s10639-018-9716-4.

  • Ossiannilsson, E. (2019). OER and OEP for Access, Equity, Equality, Quality, Inclusiveness, and Empowering Lifelong Learning. International Journal of Open Educational Resources, 1(2), 1-22. https://doi.org/10.18278/ijoer.1.2.9.

  • Perryman, L. -A. and Coughlan, T. (2014). ‘When Two Worlds Don’t Collide: Can Social Curation Address the Marginalisation of Open Educational Practices and Resources from Outside Academia?’. Journal of Interactive Media in Education, 2014(2). https://doi.org/10.5334/jime.ab.

  • Perryman, L. -A. and De los Arcos, B. (2016). ‘Women’s empowerment through openness: OER, OEP and the Sustainable Development Goals’. Open Praxis, 8(2). https://doi.org/10.5944/openpraxis.8.2.289.

  • Peter, S., Farrell, L. (2013). From learning in coffee houses to learning with open educational resources. E-Learning and Digital Media, 10(2), 174-189. https://doi.org/10.2304/elea.2013.10.2.174.

  • Prince Machado, M. S., Tenorio Sepúlveda, G. C. and Ramirez Montoya, M. S. (2016). ‘Educational innovation and digital competencies: the case of OER in a private Venezuelan university’. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0006-1.

  • Rathore, G. S. et al. (2019). Business Prospects for Entrepreneurs in Skill Based Online Education. SMS Journal of Enterpreneurship and Innovation, 6(01), 80-95. https://doi.org/10.21844/smsjei.v6i01.17666.

  • Ren, X. (2019). The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education. Education and Information Technologies, 24(6), 3483-3500. https://doi.org/10.1007/s10639-019-09940-0.

  • Sabitha, A. S. et al. (2016). A naive bayes approach for converging learning objects with open educational resources. Education and Information Technologies, 21(6), 1753-1767. https://doi.org/10.1007/s10639-015-9416-2.

  • Salinda Premadasa, H. K. et al. (2019). Remodeling the educational usage of Facebook in smart-mobile age. Education and Information Technologies, 24(1), 41-61. https://doi.org/10.1007/s10639-018-9759-6.

  • Sarango-Lapo, C. P., Mena, J. and Ramírez-Montoya, M. S. (2016). ‘Evidence-based innovation methodology as a way to produce Open educational resources by in-service teachers’, in ACM International Conference Proceeding Series. Association for Computing Machinery, 699–703. https://doi.org/10.1145/3012430.3012595.

  • Shams, S., ulHaq, M. A., Waqar, Y. (2020). Open educational resources (OER) usage trends among university students of Pakistan. Education and Information Technologies, 25(6), 5637-5654. https://doi.org/10.1007/s10639-020-10195-3.

  • Shirley, J., Brady, H. (2005). Developing a strategic approach to clinical audit. Clinician in Management, 13(1), 45-52.

  • Shukla, S. (2021). M-learning adoption of management students’: A case of India, education and information technologies. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10271-8.

  • Singh, G., Chauhan, R. (2017). Awareness towards Massive Open Online Courses (MOOCs) and their usage for teacher education in india. Asian Journal of Distance Education, 12(2), 81-88.

  • Sivakumaren, K. S. and Thangavel, R. (2020). ‘E-Learning Education through SWAYAM Online Courses : A Study DigitalCommons @ University of Nebraska - Lincoln E-Learning Education through SWAYAM Online Courses : A Study’, (February).

  • Tella, A. et al. (2018). The use of electronic resources by academic staff at The University of Ilorin, Nigeria. Education and Information Technologies, 23(1), 9-27. https://doi.org/10.1007/s10639-017-9577-2.

  • Thakur, R. K. (2018). A Review on Indian Scenario for MOOCs, Open Online Courses & Virtual Education System. International Journal on Future Revolution in Computer Science & Communication Engineering, 4(2), 142-149.

  • Virani, S. R., Saini, J. R., Sharma, S. (2020). Adoption of massive open online courses (MOOCs) for blended learning: the Indian educators’ perspective. Interactive Learning Environments, 1, 17. https://doi.org/10.1080/10494820.2020.1817760.

  • Walsh, A. J. (2020). Removing barriers: textbook affordability and OER at Sinclair community college.Reference Services Review, 48(3), 385-396. https://doi.org/10.1108/RSR-03-2020-0011.

  • Windle, R. J. et al. (2010). ‘Sharing and reuse in OER: experiences gained from open reusable learning objects in health’. Journal of Interactive Media in Education, 1-4. https://doi.org/10.5334/2010-4.

  • Zou, W. et al. (2021). Exploring the relationship between social presence and learners’ prestige in MOOC discussion forums using automated content analysis and social network analysis. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106582.

Download references

Acknowledgements

I would like to thank my Head of the Department Dr G.Kalaiyarasan for his directions, as well as acknowledging the support of Dr R.Ramnath, Dr N.Sasi Kumar for encouraging to developing the content of this paper. Special Thanks to Argha, Arul, Rajkumar, Prathab and Gobi for their unexpected help and support.

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Author information

Authors and Affiliations

  1. Alagappa University, Karaikudi, 630 003, India

    K.Sathish Kumar & M. Mahendraprabu

Authors
  1. K.Sathish Kumar
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. M. Mahendraprabu
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

The first author was the lead researcher and completed the data analysis. The second author shared in drafting the article and reviewing the data analysis. The authors read and approved the final manuscript.

Corresponding author

Correspondence to K.Sathish Kumar.

Ethics declarations

Ethics declarations

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix: Survey instrument

Part one: research scholars’ personal information and

  1. 1)

    Your Gender

    1. A.

      Male

    2. B.

      Female

  2. 2)

    Your Department

    1. A.

      Science

    2. B.

      Management

    3. C.

      Tamil

    4. D.

      English

    5. E.

      Social Science

    6. F.

      Education

  3. 3)

    Locality

    1. A.

      Rural

    2. B.

      urban

  4. 4)

    Family Type

    1. A.

      Nuclear

    2. B.

      Joint

  5. 5)

    Family Income

    1. A.

      Below 50,000

    2. B.

      Above 50,000

  6. 6)

    Parental Education

    1. A.

      Other Research Scholars

    2. B.

      Faculty members

    3. C.

      University or scholars Affairs

    4. D.

      Search engine

    5. E.

      Other channels

Part Two: Research scholar’ perception related to the open educational practices of SWAYAM.

S.No

QUESTIONS

YES

NO

1

Do you know about “SWAYAM”?

  

2

Are you doing any course at present on “SWAYAM”?

  

3

Do you know any other online course providing website?

  

4

Did you attend the Alagappa University’s one day workshop on “Design and Development of MOOCs”?

  

5

Do you think that “SWAYAM” programme increases literacy rate of our country?

  

6

Do you ever visit SWAYAM portal?

  

7

Do you know the “SWAYAM” portal offered by Alagappa University?

  

8

Do you ever done any course in “SWAYAM”?

  

9

Have you received any certificate from “SWAYAM”?

  

10

Are you interested in joining any course in “SWAYAM”?

  

11

Do you like to study through online video lectures?

  

12

Do you ever use “SWAYAM” portal’s video lecture to prepare for semester/academic exam?

  

13

Do you have the “SWAYAM” App in your Smart Phone?

  

14

Do you ever logged in on “SWAYAM”?

  

15

Are you interest to study in any other online courses?

  

16

Do you know “SWAYAM” is a free online course platform?

  

17

Do you know “SWAYAM” portal is implemented by MHRD?

  

18

Do you know “SWAYAM” courses replace some of the university’s elective courses?

  

19

Do you know some of the “SWAYAM” courses taken by reputed IIT faculty also?

  

20

Do you know “SWAYAM” platform consist of 2000 courses and 80,000 h?

  

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kumar, K., Mahendraprabu, M. Open educational practices of SWAYAM programme among research scholars. Educ Inf Technol 26, 4621–4645 (2021). https://doi.org/10.1007/s10639-021-10495-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10495-2

Keywords

Search

Navigation