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This study investigated -the first year University undergraduates' experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates' perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach's alpha. Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners' skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts. It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.
Keywords: open and distance education (ODE), e-learning, learning management system (LMS), open education resources (OER)
Introduction
First year undergraduates are faced with challenges of adjusting to new expectations for learning when transitioning from secondary education to University education. This is especially true for Open and Distance Education (ODE) where learners are expected to transform from passive to active learners providing opportunities to explore and acquire new knowledge on their own (Prensky, 2001; Secreto, 2013).
Facilitating Physics courses in Distance Learning Institute, University of Lagos, Nigeria could be challenging as facilitators are confronted with the problem of learners coming with different previous knowledge of Physics background from their secondary schools education. Comprehending and mastering quantitative concepts characterized by Physics courses, and connecting them to real life situations are among challenges facing learners. Another prominent challenge is that a fraction of first year undergraduates are not versatile in the use of technological tools for learning. These could be some reasons why first year undergraduates underachieved in Physics courses in their first year. To support learners, the Institute provides printed learning materials and the Learning Management System (LMS) which covers a wide range of different applications such as assignment, quiz, wiki, workshop, forum, lessons, etc.
Distance Learning Institute (DLI), University of Lagos provides support services for their undergraduates where they can interact with facilitators, ask questions, discuss...