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No. 2 (4)/2012
- Słowo wstępne Agnieszka Landowska
- Open/Distance Teaching Universities Worldwide: Current Challenges and Future Prospects Sarah Guri-Rosenblit
- Determinants of open educational resources usage. Temporal and spatial analysis of an example open educational resource portal usage Bogdan Galwas, Ryszard Tadeusiewicz
- What binds Bronisław Malinowski with social networks? Zbigniew Meger
- Pioneer institutions of distance electronic learning in Poland in the years nineteen sixties and seventies Mariusz Portalski
- General e-learning framework Leszek Rudak
- Improving process of teaching students by means of methods and tools of knowledge management and e-learning Lech Banachowski, Jerzy Paweł Nowacki
- Interculutral Polish-Chinese QQing Elżbieta Gajek
- Production network model for knowledge management tasks Magdalena Malinowska, Emma Kusztina, Oleg Zaikin
- Application of blended learning in teaching statistical methods Barbara Dębska, Barbara Guzowska-Świder, Karol Hęclik
- Preventing failure in distance learning: the use of Spector tool Maciej Słomczyński, Dorota Sidor, Tomasz Rybicki
- Building didactic content repositories: method and tools Jacek Marciniak
- Plagiarism in solutions of programming tasks in distance learning Krzysztof Barteczko
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Reviews and reports
- Guglielmo Marconi Open University. A New Approach To Higher Education Giuseppe Iazeolla
- Uniwersytet całkiem wirtualny? Magdalena Eljaszuk, Monika Galbarczyk
- Stopka redakcyjna Agnieszka Landowska
Determinants of open educational resources usage. Temporal and spatial analysis of an example open educational resource portal usage
Abstract
The article analyzes the behavior of users of open educational resources. These behaviors are different from those that have been tested and reported in the literature for computer-aided learning systems. This difference is due to the fact that users of open information resources are not subject to any system of obligation. Their participation in the learning system is entirely voluntary, and that their knowledge at the end of education is not controlled. The only motivation for the study and is interest in the shared knowledge as such. The observation of customer behavior such spontaneous open educational offer is much more difficult than the analysis of the behavior of students using e-learning in typical blended learning models, when the pupil or student is assessed by the teacher supervising the learning process. Therefore, as described in the work lasted four years observing the behavior of Internet users use created by the author of educational resource development is different from those with which we have most to do scientific research in e-learning. This observation, in spite of its separate character, may be the first step to create a model of how to use open knowledge.
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