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ERIC Number: EJ973933
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0158-7919
The Role of Postgraduate Students in Co-Authoring Open Educational Resources to Promote Social Inclusion: A Case Study at the University of Cape Town
Hodgkinson-Williams, Cheryl; Paskevicius, Michael
Distance Education, v33 n2 p253-269 2012
Like many universities worldwide, the University of Cape Town (UCT) in South Africa has joined the open educational resources (OER) movement, making a selection of teaching and learning materials available through its OER directory, UCT OpenContent. However, persuading and then supporting busy academics to share their teaching materials as OER still remains a challenge. In this article, we report on an empirical study of how UCT postgraduate students have assisted in the process of reworking the academics' teaching materials as OER. Using the concept of contradictions (Engestrom, 2001), we endeavor to surface the various disturbances or conflicts with which the postgraduate students had to engage to make OER socially inclusive, as well as Engestrom's "layers of causality" (2011, p. 609) to explain postgraduate students' growing sense of agency as they experienced the OER development process as being socially inclusive. (Contains 1 table and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan; South Africa