Awareness and Uses of Open Educational Resources by Research Scholars of Pt. Ravishankar Shukla University, Raipur (C.G.): A Survey

Harish Kumar Sahu¹, Toran Lal Khunte²

^1,2SoS in Library and Information Science, Pt. Ravishankar Shukla University, Raipur (C.G) India. 492010

¹harishkumarsahu1974@gmail.com, ²torankhunte@gmail.com

Abstract

This study is related to the level of awareness and usage of Open Educational Resources (OER) by researchers of Pandit Ravishankar Shukla University, Raipur. This study investigates the benefits and barriers to the use of OER by the research scholars of the university. This study is survey based for which 100 structured questionnaires were distributed to the researchers doing research in the university by visiting departments and through Google Form, out of which filled responses were received from 67 research scholars. The study reveals that a significant majority of research scholars (92.54%) are aware of Open Educational Resources (OER), and 82.09% actively use them. The most widely recognized platform is YouTube, with 95.52% awareness and 77.61% usage for educational video lectures, followed by Shodhganga, with 83.58% awareness and 70.15% usage. However, barriers such as poor internet access (29.85%) and concerns about the authenticity of information (23.88%) still persist, although a small portion (11.94%) report no difficulties in accessing OERs.

Keywords: Open Educational Resources (OER), Educational video lectures, Information and Communication Technology (ICT), Creative Commons license, Research scholars, Pt.  Ravishankar Shukla University, Raipur.

Introduction

The development of information and communication technology (ICT) has resulted in significant changes in teaching, learning and research. Higher education institutions around the world have been using digital web resources to enhance and extend teaching, learning and research for decades due to the development of information and communication technology (ICT). The use of Open Educational Resources (OER) in research and education has recently increased due to the development of ICT. Teaching, learning and research materials that are freely available in the public domain for unrestricted use and modification by others, or freely available under a Creative Commons license, are called Open Educational Resources (OER). Since its introduction in 2002 by UNESCO, Open Educational Resources (OER) has transformed access to education and research by providing a cost-effective alternative to traditional academic materials. OER is particularly helpful for researchers who rely on access to the most recent scholarly materials to support their studies and research, and it reflects elements of continuous quality development. Despite the benefits of OER, it remains underutilized in many universities.(Kumar et al.) One of the main projects in India is Access to Open Educational Resources, which provides a wealth of scholarly content online through platforms such as Rai Open Courseware, NPTEL, CEC, OSCAR, e-Gyankosh, NCERT, NSDL and NDLI. (Munisamy and Sivaraman).

Importance of OER for Research Scholars

Because they offer free and unrestricted access to educational materials that support academic study and teaching, Open Educational Resources (OER) are essential for research scholars. OER gives researchers access to and usage of assets including research papers, audio and video instructional materials, and textbooks. (Springer Open). OER promotes international collaboration among academics across boundaries and disciplines by facilitating the interchange of ideas, research findings, and instructional strategies. It encourages sharing and teamwork. Open Educational Resources (OER) diminishes cost efficiency for researchers and students from diverse economic backgrounds by lowering the cost of accessing educational content. OER encourages creativity in research by making fresh learning resources, open data, and a range of viewpoints accessible. OER is easily incorporated and converted into a variety of learning forms, giving academics access to flexible and personalized learning resources. (OASIS).

Review of Literature

Kumar, Amit et al (2021) The study investigated social scientists' knowledge, utilization, and obstacles with reference to open educational resources (OER) in a few Indian institutions. 300 participants from universities including Delhi University, Jawaharlal Nehru University, Mizoram University, and Jamia Millia Islamia were interviewed for the study using a standardized questionnaire. The results showed that usage and awareness of: OER was known to a sizable portion of participants (65.69%), with men being slightly more aware of it than women (57.72%). On the other hand, obstacles such a lack of ICT expertise, a preference for printed materials, and trouble obtaining OER were noted. The two most important concerns were accessibility to OER and technical expertise. The percentage of respondents who said they were unsure of how to obtain OER was about 38.38%. Lack of infrastructure and scepticism about the value of OER, particularly in terms of relevance and quality, were two further issues.(Kumar et al.)

Danyaro, Abdu et al (2024) The study of “Awareness and Attitudes of Pre-Service Teachers towards the Use of Open Educational Resources (OER) for Learning in Kano State, Nigeria” highlights how OER have the power to revolutionize education by simplifying and improving instruction. Using a questionnaire created by the researcher to collect data, a total of 315 pre-service teachers were sampled using stratified sampling technique in two selected Kano State Colleges of Education: Federal College of Education, Kano, and Saadatu Rimi College of Education, Kano. The findings revealed that pre-service teachers have a good awareness of OER, with an average awareness score of 3.37 on a 4-point scale. Instructors are willing to incorporate open educational resources (OER) in their pedagogical activities, as evidenced by their positive attitudes towards using OER for learning. There is no significant difference in awareness or attitudes towards open educational resources (OER) among male and female pre-service instructors.(Danyaro et al.)

Munisamy, Raju and P. Sivaraman (2017) The study examines awareness of open educational resources (OER) among faculty members in arts and science colleges in Puducherry, how often they are used, why they are used, and difficulties faced while using them. A total of 180 questionnaires were administered to faculty members in these institutions; 143 complete responses were collected. A standardized questionnaire was created to assess various OER-related factors. The study results indicate that academic staff members have a high level of awareness about various OER platforms, indicating that they are willing to integrate these materials into their instruction. Problems such as outdated information, poor internet speed, and lack of user-friendliness hinder effective use, even with a high level of awareness. The study emphasizes the value of faculty training programs in enhancing the use and efficacy of open educational resources (OER), and suggests that better orientation and support can raise the standard of instruction.(Munisamy and Sivaraman)

Nagaiah, M. And Thanuskodi S. (2023) The study aims to examine the awareness, availability and use of ICT tools and open educational resources (OER) by students of 12 colleges located in Pudukottai district of Tamil Nadu, India for academic purposes. The researchers collected data from a stratified random sample of 600 students from rural areas, drawn from the colleges, using questionnaires. 537 responses were received, which were analysed using SPSS 26th version. The survey results show that 60% regularly use the internet on campus. The remaining 40% do not regularly use the internet on campus. Moderately aware of open courseware (37.2%), institutional repositories (35.4%), online tutorials (32%), and NDL website (28.7%). Most of the respondents reported that they face challenges in accessing OER due to lack of training (27.9%) and lack of technical knowledge (30.5%). Additionally, many students reported that the lack of a personal computer hinders their free access (27.4%), and they waste a lot of time while browsing due to poor network (24.4%).(NAGAIAH M. and  THANUSKODI S.)

Objective of Study

Ø  To determine the level of awareness and understanding of Open Educational Resources (OER) among research Scholar of Pt. Ravishankar Shukla University.

Ø  To identify the purpose and frequency of use of open educational resources by university research scholar.

Ø  To assess the level of satisfaction of research Scholars use of open educational resources.

Ø  To find out the benefits and problems associated with the use of open educational resources by university research Scholars.

Methodology

For this study, first a structured questionnaire and Google form were prepared and then the questionnaires and the link of the Google form were distributed to various departments of the university. A total of 90 questionnaires and the link of the Google form were distributed to various departments, out of which 67 researchers received responses by filling up the questionnaire. MS Excel Office has been used for tabulation and analysis of data and the 9^th edition of MLA style has been used for reference.

5. Analysis and presentation of data

Table No. 5.1 Subject and Gender wise Distribution of Research Scholar

Figure: 1 Gender wise distribution of Research Scholars

From the analysis of Table No. 5.1, it is clear that there are a total of 67 research scholars who have been chosen; of them, 46.27% are male and 54.73% are female. As an outcome, there are more female research scholars than male researchers overall.

Table No. 5.2 Awareness of research scholars towards OER

Figure: 2 Awareness of Research Scholars to OER

Table No. 5.2 observation clearly shows that 92.54% of research scholars, or the majority of the selected study, are aware of Open Educational Resources. 7.46% of research scholars reported not knowing about free and open educational resources.

Table No. 5.3 Use of Open Educational Resources- OER

Figure: 3 Use of OER by of Research Scholars

An overview of Table No. 5.3 clearly shows that 82.09% of research scholars, or the majority of the selected studies, use OERs. Only 17.91% of research scholars do not use OERs.

Table No. 5.4 Level of awareness and use of various platform of OER by research scholars

Figure: 4 Level of awareness and use of various platform of  OER

It is clear from Table No. 5.4 and figure 4 that most of the research Scholars 95.52% are aware of the free educational video lectures available on YouTube, out of which 77.61% of the researchers use it. The second highest awareness level of Shodhganga was reported by the researchers at 83.58%, out of which 70.15% of the researchers use Shodhganga.

Table No. 5.5 Frequency of using Open Educational Resources

Figure: 5 Frequency of Using OER by Research Scholar

Table number 5.5 shows the frequency of use of OER by research scholars. It is clear from Figure 5 that maximum 38.81% research scholars use OER 2-3 times a week, 25.37% research scholars use OER weekly and 20.90% research scholars use OERs daily.

Table No. 5.6 Pattern of Use of Open Educational Resource

Figure: 6 Pattern of OER using by Research Scholar

It is evident from Table No. 5.6 that among the research scholars selected for the study, the maximum 80.60% research scholars use video/audio-visual pattern of OER followed by 77.61% research scholars who use text/print pattern. Some 31.34% and 7.46% research scholars respectively indicated the use of animation and other patterns as well.

Table No. 5.7 Benefits of using Open Educational Resources

Figure: 7 Benefits of using OER by Research Scholar

When the research scholars were asked about the benefits of using OERs, most of the 80.60% research scholars said that it is beneficial in writing research papers/articles/book chapters as shown in Table No. 5.7. Thereafter, 68.66% and 64.18% of the research scholars respectively said that it is helpful in getting new ideas and inspiration and knowing more deeply about a concept.

Table No. 5.8 Level of satisfaction in using OER by Research Scholars

Figure: 8 Level of satisfaction in using OER by Research Scholar

Table number 5.8 shows the level of satisfaction of research scholars in the use of open educational resources. It is clear from figure number 8 that 73.13% are satisfied with the use of OER, whereas 19.40% research are extremely satisfied. Only 5.97% and 1.49% research scholars respectively showed low and dissatisfaction in the use of OER.

Table No. 9 Barriers and problems towards use of OER

Figure: 9 Barriers and problems towards use of OER

It is clear from Table No. 5.9 that 29.85% of the research scholars said that there is lack of proper internet access and connectivity and 23.88% said that there is doubt on the authenticity of the information received from OER. Whereas 11.94% of the research scholars indicated that they know very little about the use of computers and internet and they do not face any kind of obstacle or difficulty.

The results of the study are as follows:

  I.  It is clear from the study that 92.54% of research scholars, or the majority of the selected study, are aware of Open Educational Resources and only 7.46% of research scholars reported not knowing about free and open educational resources. Further, 82.09% of research scholars, or the majority of the selected studies, use OERs. Only 17.91% of research scholars do not use OER.

II.   The most of the research Scholars 95.52% are aware of the free educational video lectures available on YouTube, out of which 77.61% of the researchers use it. The second highest awareness level of Shodhganga was reported by the researchers at 83.58%, out of which 70.15% of the researchers use Shodhganga.

III.   The frequency of use of OER by research scholars. It is clear from Figure 5 that maximum 38.81% research scholars use OER 2-3 times a week, 25.37% research scholars use OER weekly and 20.90% research scholars use OERs daily.

IV.   The maximum 80.60% research scholars use video/audio-visual pattern of OER followed by 77.61% research scholars who use text/print pattern. Some 31.34% and 7.46% research scholars respectively indicated the use of animation and other patterns as well.

V.   Benefits of using OERs, most of the 80.60% research scholars said that it is beneficial in writing research papers/articles/book. Thereafter, 68.66% and 64.18% of the research scholars respectively said that it is helpful in getting new ideas and inspiration and knowing more deeply about a concept.

VI.   Barriers and problems towards use of OER study show that 29.85% of the research scholars said that there is lack of proper internet access and connectivity and 23.88% said that there is doubt on the authenticity of the information received from OER. Whereas 11.94% of the research scholars indicated they do not face any kind of obstacle or difficulty.

Conclusion

In this technological era, the use of open educational resources in academic institutions is inevitable. Most of the educational content is freely available on various websites under the platform of open educational repositories. The findings of the present study may be useful in understanding the needs and expectations of the academic communities. The present study has revealed that out of the maximum users, 82.09% researchers regularly use Open Educational Resources (OER), and a large majority (92.54%) are aware of them. Most of the researchers are aware of OER and have a favorable attitude towards OER. If we take a look at the expectations of users with respect to OER, it is found that YouTube with 95.52% awareness and 77.61% usage for instructional video lectures, largely meets the expectations of users and is perhaps the main reason for its wide popularity and popularity. Shodhganga is in second place with 83.58% awareness and 70.15% usage. However, issues such as limited internet access and concerns about the reliability of OER materials presented challenges to their widespread use. Overall, scholars expressed positive satisfaction with OER, recognizing its value in research and learning.

Acknowledgements

We would like to thank all the participants (research scholars) of Pt. Ravishankar Shukla University who participated as the source of data for this study.

Publication Board: We would like to express our heartfelt gratitude to the dedicated and hardworking publishing team for helping us make our publication a success. The publication has reached new heights due to your steadfast support, careful editing and dedication to excellence. Without your commitment and hard work, this achievement would not have been possible.

Competing interests: No conflict of interest can be declared by the author.

Contributions: Each author has made a significant contribution to this article. The final manuscript has been read and authorized by both contributors.

Availability of data and materials: The data sets evaluated during the analysis in the present study are not publicly available for reasons of confidentiality but are available to the corresponding author if required or upon reasonable request.

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