Pub Date : 2024-05-06DOI: 10.1177/00472395241247220
Alexis Polanco, Tsai Lu Liu
The process by which user experiences (UX) for children are created is uncertain, especially for deaf and hard of hearing (DHH) children. This paper seeks to (I) describe the origins of UX and child–computer interaction and to describe what is being taught to designers today; (II) use the example of digital assessment to extract insights from practitioners about UX design for DHH children; and (III) describe opportunities for amending today's UX design curricula to foster more equitably designed products for children. Interviewing 13 practitioners revealed the following findings. (1) Allowing non-designer participants to self-identify their profession makes them more likely to discuss design concepts. (2) The challenge of working with children is more about legal/risk assessment than any gaps in design education. (3) Practitioners who design products for children follow similar processes to designers who design for adults; age-specific language is the main difference child and adult UX.
{"title":"UX Design for Deaf Children: How is it Done Now? Should it Change?","authors":"Alexis Polanco, Tsai Lu Liu","doi":"10.1177/00472395241247220","DOIUrl":"https://doi.org/10.1177/00472395241247220","url":null,"abstract":"The process by which user experiences (UX) for children are created is uncertain, especially for deaf and hard of hearing (DHH) children. This paper seeks to (I) describe the origins of UX and child–computer interaction and to describe what is being taught to designers today; (II) use the example of digital assessment to extract insights from practitioners about UX design for DHH children; and (III) describe opportunities for amending today's UX design curricula to foster more equitably designed products for children. Interviewing 13 practitioners revealed the following findings. (1) Allowing non-designer participants to self-identify their profession makes them more likely to discuss design concepts. (2) The challenge of working with children is more about legal/risk assessment than any gaps in design education. (3) Practitioners who design products for children follow similar processes to designers who design for adults; age-specific language is the main difference child and adult UX.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"359 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1177/00472395241250004
Jennifer Morin, Sara Willox
Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes.
{"title":"Innovative Debriefing Approach: Applying a Project Management Framework to Develop a Debriefing Communications Plan for Educational Computer-Based Simulation Games","authors":"Jennifer Morin, Sara Willox","doi":"10.1177/00472395241250004","DOIUrl":"https://doi.org/10.1177/00472395241250004","url":null,"abstract":"Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"36 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141018459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1177/00472395241252139
Natalie Nussli, Kevin Oh
This mixed-methods study captures multiple stakeholders’ voices and experiences of a hybrid-flexible (HyFlex) learning environment. It juxtaposes different perceptions of learning experiences, equivalency, and interactions. Tutor strategies to facilitate communication across space are explored. Thirty-six undergraduate students experienced the HyFlex model with two synchronous participation modes (i.e., on-site vs. synchronous remote) and an asynchronous option. The study explores the HyFlex setting from three different perspectives. A survey captured students’ perceptions of their motivation, learning, engagement levels, ease of communication, and collaboration experiences within or across spaces. An observation report sheds light on strategies to mediate the transition between the physical and virtual space. A tutor’s journal provides the perspective of teaching on the physical–hybrid–virtual continuum. Meeting students’ needs equally well in the physical and virtual space emerges as a key challenge. The article contributes to the research about hybrid education environments and the intentional planning of versatile interactional spaces.
{"title":"Creating a “Space In-Between”: Learning on the Physical–Hybrid–Virtual Continuum","authors":"Natalie Nussli, Kevin Oh","doi":"10.1177/00472395241252139","DOIUrl":"https://doi.org/10.1177/00472395241252139","url":null,"abstract":"This mixed-methods study captures multiple stakeholders’ voices and experiences of a hybrid-flexible (HyFlex) learning environment. It juxtaposes different perceptions of learning experiences, equivalency, and interactions. Tutor strategies to facilitate communication across space are explored. Thirty-six undergraduate students experienced the HyFlex model with two synchronous participation modes (i.e., on-site vs. synchronous remote) and an asynchronous option. The study explores the HyFlex setting from three different perspectives. A survey captured students’ perceptions of their motivation, learning, engagement levels, ease of communication, and collaboration experiences within or across spaces. An observation report sheds light on strategies to mediate the transition between the physical and virtual space. A tutor’s journal provides the perspective of teaching on the physical–hybrid–virtual continuum. Meeting students’ needs equally well in the physical and virtual space emerges as a key challenge. The article contributes to the research about hybrid education environments and the intentional planning of versatile interactional spaces.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"18 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141022453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/00472395241233290
Amanda D. Damiano, E. Lauría, Christian Sarmiento, Ningjing Zhao
This project explored perceptions of ChatGPT in higher education among students and faculty to assess teaching and learning implications of this Generative Artificial Intelligence (Generative AI)–based novel tool. Two theoretical frameworks inspired the project, including Diffusion of Innovation theory (Rogers, 1962) and Technology Acceptance Model (Davis, 1989). An online survey was completed by 380 participants ( N = 380). Participants indicated that they would not use ChatGPT to plagiarize but believed others would. When asked to rate the accuracy of ChatGPT's output, more than half took the incorrect output as correct/somewhat correct or could not tell whether it was correct or incorrect. Results varied based on participant demographics, including age, gender, and occupation. These findings support the need for data literacy. If Generative AI is to be used in higher education to aid in the learning process, it is imperative to continue teaching critical thinking.
{"title":"Early Perceptions of Teaching and Learning Using Generative AI in Higher Education","authors":"Amanda D. Damiano, E. Lauría, Christian Sarmiento, Ningjing Zhao","doi":"10.1177/00472395241233290","DOIUrl":"https://doi.org/10.1177/00472395241233290","url":null,"abstract":"This project explored perceptions of ChatGPT in higher education among students and faculty to assess teaching and learning implications of this Generative Artificial Intelligence (Generative AI)–based novel tool. Two theoretical frameworks inspired the project, including Diffusion of Innovation theory (Rogers, 1962) and Technology Acceptance Model (Davis, 1989). An online survey was completed by 380 participants ( N = 380). Participants indicated that they would not use ChatGPT to plagiarize but believed others would. When asked to rate the accuracy of ChatGPT's output, more than half took the incorrect output as correct/somewhat correct or could not tell whether it was correct or incorrect. Results varied based on participant demographics, including age, gender, and occupation. These findings support the need for data literacy. If Generative AI is to be used in higher education to aid in the learning process, it is imperative to continue teaching critical thinking.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/00472395231226091
Sekhar S. Pindiprolu, David E. Forbush
Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today’s schools do not become skilled readers, and the reading loss widens during summer months due to skill regression. Regression of reading skills is greater for students from low Socioeconomic status (SES) families and for students with disabilities. This study examined the effects of two computer-assisted reading programs on the reading skills of 21 students at-risk for reading failure during a summer break. All students were pre- and post-tested after 8 weeks of intervention. Furthermore, tutors’ and students’ perceptions regarding the effectiveness and desirability of the programs were measured. A description of the computer programs, results, implications, and limitations of the study are discussed.
{"title":"Effects of Computer-Assisted Reading Interventions on Literacy Skill Gains of At-Risk Students During a Summer Break","authors":"Sekhar S. Pindiprolu, David E. Forbush","doi":"10.1177/00472395231226091","DOIUrl":"https://doi.org/10.1177/00472395231226091","url":null,"abstract":"Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today’s schools do not become skilled readers, and the reading loss widens during summer months due to skill regression. Regression of reading skills is greater for students from low Socioeconomic status (SES) families and for students with disabilities. This study examined the effects of two computer-assisted reading programs on the reading skills of 21 students at-risk for reading failure during a summer break. All students were pre- and post-tested after 8 weeks of intervention. Furthermore, tutors’ and students’ perceptions regarding the effectiveness and desirability of the programs were measured. A description of the computer programs, results, implications, and limitations of the study are discussed.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"307 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/00472395231225920
Khalid Bashir Hajam, Sanjib Gahir
The research seeks to delve into and comprehend the attitudes of university students regarding artificial intelligence (AI) and to identify potential factors influencing these attitudes. The research employs a descriptive research design with a quantitative approach. A sample of 240 university students, including both males and females, was selected using simple random sampling. The AI Attitude scale (AIAS-4) developed by Grassini in 2023 was used to collect the data. Statistical techniques, such as “descriptive analysis,” “indeoendent sample t-test,” “one-way ANOVA,” and “post hoc” test were used to analyze the data. The findings indicate that there was no statistically significant difference in attitudes toward AI between male and female university students. Furthermore, our research has substantiated a significant difference in attitudes toward AI among university students specializing in the fields of arts, science, and commerce. The findings of this study suggest that science students displayed a significantly more positive attitude toward AI when compared to their counterparts in the Arts and Commerce streams. Moreover, we examined the impact of educational level on AI attitudes and found no significant difference in attitudes across different educational levels among university students.
{"title":"Unveiling the Attitudes of University Students Toward Artificial Intelligence","authors":"Khalid Bashir Hajam, Sanjib Gahir","doi":"10.1177/00472395231225920","DOIUrl":"https://doi.org/10.1177/00472395231225920","url":null,"abstract":"The research seeks to delve into and comprehend the attitudes of university students regarding artificial intelligence (AI) and to identify potential factors influencing these attitudes. The research employs a descriptive research design with a quantitative approach. A sample of 240 university students, including both males and females, was selected using simple random sampling. The AI Attitude scale (AIAS-4) developed by Grassini in 2023 was used to collect the data. Statistical techniques, such as “descriptive analysis,” “indeoendent sample t-test,” “one-way ANOVA,” and “post hoc” test were used to analyze the data. The findings indicate that there was no statistically significant difference in attitudes toward AI between male and female university students. Furthermore, our research has substantiated a significant difference in attitudes toward AI among university students specializing in the fields of arts, science, and commerce. The findings of this study suggest that science students displayed a significantly more positive attitude toward AI when compared to their counterparts in the Arts and Commerce streams. Moreover, we examined the impact of educational level on AI attitudes and found no significant difference in attitudes across different educational levels among university students.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"796 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140479739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/00472395231226094
Sean Hickey, Ana-Paula Correia
Evolving from its instructional design origins and directly related to contemporary learning experience design (LXD), learning design has emerged as a movement within the field of workplace learning and development that seeks to shift the focus of training and education from the content to the learner. The origins of this learner focus can be traced to the development of instructional design theories and the emergence of learning sciences in the late 20th century, along with the expansion of competencies required of the modern instructional designer. Advances in our understanding of how people learn and changes in sociocultural aspects related to learning have led designers to structure experiences for learners that increase their autonomy and seek to meet each learner's unique needs.
{"title":"Centering the Learner Within Instructional Design: The Evolution of Learning Design and the Emergence of Learning Experience Design (LXD) in Workforce Training and Development","authors":"Sean Hickey, Ana-Paula Correia","doi":"10.1177/00472395231226094","DOIUrl":"https://doi.org/10.1177/00472395231226094","url":null,"abstract":"Evolving from its instructional design origins and directly related to contemporary learning experience design (LXD), learning design has emerged as a movement within the field of workplace learning and development that seeks to shift the focus of training and education from the content to the learner. The origins of this learner focus can be traced to the development of instructional design theories and the emergence of learning sciences in the late 20th century, along with the expansion of competencies required of the modern instructional designer. Advances in our understanding of how people learn and changes in sociocultural aspects related to learning have led designers to structure experiences for learners that increase their autonomy and seek to meet each learner's unique needs.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"323 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1177/00472395231219267
Disa Cornish, Zak Larter
ChatGPT and AI programs are creating a stir on college campuses nationwide. Concerns about cheating are strong and many instructors are adopting new teaching strategies to dissuade students from using the technology in assignments. In the present study, undergraduate students in an introductory epidemiology course were assigned to use ChatGPT to produce essays about topics related to course content and, in pairs, critically analyze the resulting essays. Individually, students responded to reflection questions regarding the technology and its implications for college classrooms. In this study, those qualitative reflection responses were analyzed for themes. While a variety of viewpoints were expressed regarding expectations of the program, most students were aware of the potential for cheating but remained cautiously optimistic about the use of ChatGPT as an educational tool.
{"title":"“I Don’t Have to Write an Essay Ever Again!”: University Student Reflections on ChatGPT in the Classroom","authors":"Disa Cornish, Zak Larter","doi":"10.1177/00472395231219267","DOIUrl":"https://doi.org/10.1177/00472395231219267","url":null,"abstract":"ChatGPT and AI programs are creating a stir on college campuses nationwide. Concerns about cheating are strong and many instructors are adopting new teaching strategies to dissuade students from using the technology in assignments. In the present study, undergraduate students in an introductory epidemiology course were assigned to use ChatGPT to produce essays about topics related to course content and, in pairs, critically analyze the resulting essays. Individually, students responded to reflection questions regarding the technology and its implications for college classrooms. In this study, those qualitative reflection responses were analyzed for themes. While a variety of viewpoints were expressed regarding expectations of the program, most students were aware of the potential for cheating but remained cautiously optimistic about the use of ChatGPT as an educational tool.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-03DOI: 10.1177/00472395231216943
Xiaoxia Huang, Qin Zhao, Yang Liu, Desmond Harris, Melissa Shawler
In an immersive virtual reality (IVR) environment, this study investigated: (1) the role of learner characteristics in various learning and psychological outcomes, including knowledge retention, perceived learning, cognitive load, self-efficacy, enjoyment, presence, and usefulness; and (2) the relationship among these intended outcomes. Forty adult participants experienced an IVR nature trail tour involving science learning topics, followed by a knowledge test and multiple surveys. Multivariate analysis of covariance results indicated age by gender interaction effects on perceived presence and usefulness as well as an age by IVR prior experience interaction effect on perceived presence. Additionally, multiple correlational relationships were detected among the intended outcomes. This study contributes to the limited research on the role of learner characteristics in STEM learning and psychological outcomes in IVR environments.
{"title":"Learning in an Immersive VR Environment: Role of Learner Characteristics and Relations Between Learning and Psychological Outcomes","authors":"Xiaoxia Huang, Qin Zhao, Yang Liu, Desmond Harris, Melissa Shawler","doi":"10.1177/00472395231216943","DOIUrl":"https://doi.org/10.1177/00472395231216943","url":null,"abstract":"In an immersive virtual reality (IVR) environment, this study investigated: (1) the role of learner characteristics in various learning and psychological outcomes, including knowledge retention, perceived learning, cognitive load, self-efficacy, enjoyment, presence, and usefulness; and (2) the relationship among these intended outcomes. Forty adult participants experienced an IVR nature trail tour involving science learning topics, followed by a knowledge test and multiple surveys. Multivariate analysis of covariance results indicated age by gender interaction effects on perceived presence and usefulness as well as an age by IVR prior experience interaction effect on perceived presence. Additionally, multiple correlational relationships were detected among the intended outcomes. This study contributes to the limited research on the role of learner characteristics in STEM learning and psychological outcomes in IVR environments.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"48 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1177/00472395231206812
Mary Jo Orzech, Jie Zhang, Jennifer Little Kegler, Ann Giralico Pearlman, Victoria Greenfield
Using open educational resources (OERs) in collaborative online international learning (COIL) courses provides students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geopolitical and other boundaries. Faculty perceptions at the research site regarding benefits and challenges of using OER are consistent with positive findings of other OER research that validate its potential. This case study describes experiences of two college courses taught with different international partners. It shares the journey of co-planning, implementing, and revising assignments highlighting OER instructional materials. Technology and accessibility considerations influence the curricular decisions for each course. They demonstrate how the timely availability of relevant OER content can be particularly impactful for international learning environments like COIL. The article underscores the faculty-librarian-instructional designer collaboration throughout the project and offers suggestions for future study.
{"title":"Building Global Relationships: Open Educational Resources and Collaborative Online International Learning Courses","authors":"Mary Jo Orzech, Jie Zhang, Jennifer Little Kegler, Ann Giralico Pearlman, Victoria Greenfield","doi":"10.1177/00472395231206812","DOIUrl":"https://doi.org/10.1177/00472395231206812","url":null,"abstract":"Using open educational resources (OERs) in collaborative online international learning (COIL) courses provides students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geopolitical and other boundaries. Faculty perceptions at the research site regarding benefits and challenges of using OER are consistent with positive findings of other OER research that validate its potential. This case study describes experiences of two college courses taught with different international partners. It shares the journey of co-planning, implementing, and revising assignments highlighting OER instructional materials. Technology and accessibility considerations influence the curricular decisions for each course. They demonstrate how the timely availability of relevant OER content can be particularly impactful for international learning environments like COIL. The article underscores the faculty-librarian-instructional designer collaboration throughout the project and offers suggestions for future study.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"24 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135414793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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