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dc.contributor.authorFlinn, Chad
dc.date.accessioned2020-11-17T20:02:15Z
dc.date.available2020-11-17T20:02:15Z
dc.date.issued2020-11-17
dc.date.submitted2020
dc.identifier.urihttps://viurrspace.ca/handle/10613/23420
dc.identifier.urihttp://dx.doi.org/10.25316/IR-15317
dc.description.abstractThis research study explored the perception of trades students in the co-creation of OER. This study used a mixed-methods case study approach to examine the impact of the co-creation of OER on first-year electrical trades students. As open education continues to grow and expand, vocational education and its students could find value in adopting the tools that OER use affords, and trades could offer their distinct voice to the conversation. In this study, students participated in creating open textbooks on various topics. Data collection was based on a questionnaire with 18 participants and interviews conducted with nine participants. The qualitative analysis revealed five themes in the student’s perception in the creation of OER: accessibility, value of co-creation, digital literacy skills, value of peer and self-assessment, and student agency. Overall, participants found the process enjoyable and that it had a positive impact on their vocational education.
dc.subjectco-creation
dc.subjectOER
dc.subjectopen educational resources
dc.subjectopen pedagogy
dc.subjecttrades students
dc.subjectvocational education
dc.titleTrades student's perceptions of their experiences in the co-creation of OER
dc.date.updated2020-11-17T20:02:18Z
dc.language.rfc3066en
dc.degree.nameM.A. in Learning and Technology
dc.degree.levelMasters
dc.degree.disciplineSchool of Education and Technology


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