Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece
2. The Role of Open Educational Resources (OERs) in Learning
2.1. Types of OERs and Where They Can Be Found
2.2. Challenges Associated with OERs and Evaluation Issues
- Legal reasons: Understanding of licensing terms is required, which may stand in the way of particular types of reuse, such as newspaper articles or pictures.
- Legal issues for platforms hosting OER: In some circumstances, they may be made liable for the actions of uploaders.
- Privacy issues: Users may need to be aware that the use of some OER may involve data collection.
- Level of legal and copyright literacy of developers, librarians, and others: Where this is not clear, there may be mistakes or confusion as to what is possible.
- A need to combat the assumption that an OER is of a lower quality than conventional materials and sources, given that it does not always follow a traditional editorial process. OERs can be peer reviewed through open methods and there is a lot of high-quality material available.
- Teachers and other educators creating OERs do not receive credit for the time invested, in contrast with traditional educational sources, such as textbooks.
- Discoverability: While a lot of OERs exist, they may not easily be found by teachers or learners.
- Technological barriers: ICTs are not accessible to everyone, and many lacks the skills or confidence to use them. With a large amount of OER material made available online, efforts need to be made both in digital literacy and access to digital technologies.
- Accessibility issues: Not adapting materials to the needs of users with disabilities can stand in the way of access to knowledge.
- Quality peer review: Reputation of authors and/or institution,
- appropriateness of content: Content is accurate and fully cited, learning level and source learning objectives are explicit,
- technical issues and production quality: High readability of content; clear and understandable information; easy-to-navigate interface,
- accessibility: Availability of resources in different format; adaptability and modularity,
- interactivity: Active learning; class participation; formative and summative evaluation of learning,
- supplementary resources: Links to other types and formats of OERs relevant to the subject, and
- licensing to reuse, modify, and share.
2.3. OER Awareness
2.4. OERs for Film Studies
3. Research: Film Students’ Attitude toward OERs for Film Studies in Greece
3.1. Research Methodology
3.1.1. Data Collection and Research Instrument
3.1.2. Data Analysis
Conflicts of Interest
Appendix A—Questionnaire Items
- Very useful
- Not useful at all
- I do not know
- I do not know
- Film directing
- Film editing
- Sound and music of cinema
- Production management
- Set and costume design
- Film theory
- Film history
- Film pedagogy
- All the above
- Desktop computer
- Mobile phone
- All the above
- Films from various free access archives
- Video lectures
- Audio lectures
- Tutorials for image, audio, and video editing software
- Complete courseware that includes instructional guides, video lectures, discussion, commentary, evaluation, additional resources
- Using general purpose search engines
- Searching at university sites that offer open courses (e.g., MIT Open Courseware, UK Open University)
- Following suggestions from the academic staff
- Locating Open Educational Resources for film studies
- The language of most OERs is English
- Quality and validity of the information they contain
- Presentation of the information in other forms (e.g., a video is also available in text)
- Copyright issues of the information they contain
- Personal security issues, as their use may require the collection of personal data
- Validity/credibility (e.g., offered by a highly recognized educational institution such as Open University, UK or the Massachusetts Institute of Technology)
- Clearly presented content that addresses the educational objectives of the course at the university
- Good quality of content (text, image, video, audio, animation, etc.)
- Interactive content
- OERs include additional sources for the subject they examine (e.g., links to relevant lessons or books)
- I want to keep the copyright for myself
- I do not think that a student’s work can be a learning object
- I do not believe in free access to knowledge
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Georgiadou, E.; Kolaxizis, I. Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece. Educ. Sci. 2019, 9, 195. https://doi.org/10.3390/educsci9030195
Georgiadou E, Kolaxizis I. Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece. Education Sciences. 2019; 9(3):195. https://doi.org/10.3390/educsci9030195Chicago/Turabian Style
Georgiadou, Elissavet, and Ioannis Kolaxizis. 2019. "Film Students’ Attitude toward Open Educational Resources (OERs) for Film Studies in Greece" Education Sciences 9, no. 3: 195. https://doi.org/10.3390/educsci9030195