Theoretical frameworks

'OER are commonly stored... within Learning object repositories (LORs), which have recently started expanding their design to support collaborative teaching and learning. ...many LORs struggle to find sustainable business models and get the users’ attention. Previous studies have shown that Quality assurance ....is a significant factor (in) the success of the repository (Clements et al. p. 1098, 2015).

Origins (history, key figures)

The authors claim to have 'systematically analysed technology enhanced learning literature regarding LORs’ quality approaches and specific collaborative instruments...' (Clements et al. p. 1098, 2015). The outcome is claimed to represent a comprehensive framework of LOR quality assurance framework (LORQAF) 'that will 'assist LOR developers in designing sustainable quality assurance approaches, utilizing fully the potential of collaborative quality assurance tools' (Clements et al. p. 1098, 2015).

Key ideas, concepts and principles

OER enable forms of collaborative learning (Dillenbourg, 1999) and LORs of today can be considered as computer-supported collaborative learning (CSCL) environments as they provide users tools for posting knowledge productions into a shared working space and providing tools for progressive discourse interaction between the users (Scardamalia & Bereiter,1994). Adding social and collaborative features has been a recent trend of LORs to facilitate wider user engagement (Monge,Ovelar, & Azpeitia, 2008; Sánchez-Alonso, Sicilia, García-Barriocanal, Pagés-Arévalo, & Lezcano, 2011). However, repositories are not used up to their full potential (Dichev & Dicheva, 2012; Mitchell & Lutters, 2006; Ochoa & Duval, 2009) because of deficiencies in quality control, assurance and evaluation (Downes, 2007; Palavitsinis, Manouselis, &Sánchez-Alonso, 2013).

Therefore, it is vital to study LORs quality approaches (Clements, Pawlowski, & Manouselis, 2014).

The study investigated quality approaches for LORs witha systematic literature review (Kitchenham (2004) in order to understand the holistic phenomenon of quality assurance and to form a quality approaches framework which LOR developers can take into account when designing or improving repositories.

The following classification was used as the starting theoretical framework:

Learning object repositories' quality approaches have previously been classified as (Pawlowski & Clements, 2010):

1. The Generic Approach of Quality standards (e.g. ISO 9000 standards) (Stracke, 2009), European Foundation for Quality Management Excellence (European Foundation for Quality Management, 2014).

2. Specific Quality Approaches (e.g. Content development criteria or competency requirements) (Leacock & Nesbit, 2007).

3. Specific Quality Instruments (e.g. user-generated collaborative quality approaches such as rating (Nesbit, Belfer, & Vargo,2002), peer review (Neven & Duval, 2002) or recommender systems.

Implications

• Repositories are in fact collaborative tools. Social interaction is considered to be the dominant factor affecting the success of collaboration. So, quality control must logically involve knowing what the audience expects and working with them to deliver.

• Quality assurance must involve using specific instruments.

• Therefore, design and delivery / publication process must involve (e.g.) ‘peer reviewing’ and ‘recommendation systems’.

• Developers have to go deeper than ratings systems to undersatand the dynamic behind OER use and repository 'popularity' - what works on E-bay might not work in the field of education.

• Therefore a mixed approach to assuring quality is recommended including expert review to evaluate the substance of the resources in the repository alongside user-generated collaborative quality instruments such as peer reviews, comments and rankings. Both are needed to build the community.

References

Clements, K., Pawlowski, J. and Manouselis, N. (2015) 'Open educational resources repositories literature review–Towards a comprehensive quality approaches framework.' Computers in human behavior, 51, pp.1098-1106 [Online]. Available at

https://reader.elsevier.com/reader/sd/pii/S0747563215002162?token=5B32DA88FFF9C26D5C6E94BDC1F3F034ED748C8061EF68DC0F36C6580CFA93DD51BF77639D64E533F05A2AE4FFF8A286 (Accessed 01 June 2020).

Sahu, P. (2020) 'Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff,' Cureus, 12(4). https://doi.org/10.7759/cureus.7541

The article looks at how the switch to online teaching affects the education and mental health of staff and students globally. The article was received on 30^th March 2020 and published quickly, on 4^th April 2020. The "actions" section consists, in part, of more generally recommendations he makes for universities, based on existing research.

Situation

Many universities, globally, have moved teaching online. In addition, countries have introduced travel restrictions, which affects international staff and students. Administrative issues related to this need to be addressed, e.g. changes to exams and graduations.

Task

Sahu (2020) identified several challenges, including shifting from face-to-face to online teaching, and related to this, changes in assessments to reflect this shift. International students are faced with the decision to leave the country or stay. If they choose to stay, visa regulations may become problematic. Travel restrictions mean some students cannot re-enter some country after lockdown ends, while others cannot leave the country they attend university in to go to their home country. Finally, Sahu identified mental health as a main challenge for Higher Education institutions. Students and staff can be expected to experience new mental health challenges. Medical provisions (e.g. counsellors, medication) are more limited in some places, due to Covid-19, and at the same time, people may feel isolated. Others may experience more conflict as a result of moving in with new people and/or being home more. In some instances, students or staff may be subject to domestic abuse they may have been able to limit or avoid in normal circumstances. Additionally, students are faced with a global recession. Any decline in mental health would be expected to have a knock-on effect on teaching and studying.

Action

The actions identified by Sahu (2020) include the use of online meeting rooms, e.g. Zoom, to allow staff to deliver lectures online. Staff and faculty encouraged students to interact and connect online, e.g. through forums. He recommends the rapid implementation of training programs for staff, to ensure each member of staff can make the best use of the available online teaching tools. Student and staff well-being should be the focus of any implemented steps, and Sahu suggests that any person experiencing a decline in mental health should be provided with psychological support. Vulnerable students should be supported, e.g. by keeping accommodation open, aiding the purchase of technological equipment required to work remotely, and by considering a break of loan payments.

Reaction

Based on the research Sahu (2020) quotes, if the suggested actions are implemented, they limit the number of students who drop out of university, increase the well-being of staff and students, and benefit the quality of teaching materials that had to rapidly be moved online.

Reflection

Sahu (2020) re-iterates that the Health and Safety of students should always come first. He adds the following in his conclusion: "Proper counseling services should be available to support the mental health and well-being of students. Authorities should take the responsibility of ensuring food and accommodation for international students. Faculty members should embrace technology and pay careful attention to student experiences to make the learning rich and

effective."