2xIf playback doesn't begin shortly, try restarting your device.Pull up for precise seekingAutoplay is on•You're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmUp next in 84:40LiveUpcomingA Review of the Effectiveness & Perceptions of Open Educational Resources As Compared to TextbooksResearch Shorts29K views • 7 years agoResearch Shorts • 29K viewsCancelPlay Now6 Problems with our School SystemNext School • 15M viewsLive5:57Playlist ()Mix (50+)Intro to Open EducationPSU Open • 1.6K viewsLive7:22Playlist ()Mix (50+)Ella's Good Work storySouth Yorkshire Housing Association • 94 viewsLive2:18Playlist ()Mix (50+)What is Open Educational Resource | Examples of OER | Types of OER | e-LearningSimplyInfo • 44K viewsLive3:32Playlist ()Mix (50+)Work Music — Superhero Mix for ConcentrationChill Music Lab • 2.3M viewsLive1:01:39Playlist ()Mix (50+)Why Open Education MattersDavid Blake • 47K viewsLive2:28Playlist ()Mix (50+)Toxic culture of education: Joshua Katz at TEDxUniversityofAkronTEDx Talks • 1.9M viewsLive17:02Playlist ()Mix (50+)A Review of the Effectiveness & Perceptions of Open Educational Resources As Compared to TextbooksResearch Shorts • 29K viewsLive4:40Playlist ()Mix (50+)Open Educational Resources (OER)UNESCO • 8.3K viewsLive4:06Playlist ()Mix (50+)Why Open Education MattersOpe Bukola • 19K viewsLive2:50Playlist ()Mix (50+)Beyond Testing- Using Inquiry Skills to Enhance Education: Russ Fisher-Ives at TEDxABQEDTEDx Talks • 20K viewsLive6:19Playlist ()Mix (50+)Top Tech Tools for Teachers in 2021New EdTech Classroom • 217K viewsLive15:12Playlist ()Mix (50+)ShareInclude playlistAn error occurred while retrieving sharing information. Please try again later.2:142:14 / 2:14•Watch full videoLive••Scroll for details Why Open Education Matters

Figure 1

Reuse – use the work verbatim, just exactly as you found it Revise – alter or transform the work so that it better meets your needs Remix – combine the (verbatim or altered) work with other works to better meet your needs Redistribute – share the verbatim work, the reworked work, or the remixed work with others Retain – make and maintain copies of the work

Figure 6. Components of effective online learning

Learners should be given control of the learning process. Thereshould be a form of guided discovery where learners are allowedto made decisions about learning goals, with some guidance fromthe instructor

Attention: Capture the learners’ attention at the start of thelesson and maintain it throughout the lesson. The online learn-ing materials must include an activity at the start of the learningsession to connect with the learners

Concrete-experience learnersprefer specific examples in which they can be involved, and theyrelate to peers more than to people in authority. They like groupwork and peer feedback, and they see the instructor as a coachor helper. These learners prefer support methods that allow themto interact with peers and obtain coaching from the instructor.Reflective-observation learners like to observe carefully beforetaking any action. They prefer that all the information be availablefor learning, and see the instructor as the expert. They tend toavoid interaction with others. Abstract-conceptualization learnerslike to work more with things and symbols and less with people.They like to work with theory and to conduct systematic analyses.Active-experimentation learners prefer to learn by doing practicalprojects and participating in group discussions. They prefer activelearning methods and interact with peers for feedback and infor-mation. They tend to establish their own criteria for evaluatingsituations. Adequate supports should be provided for studentswith different learning styles. Ally and Fahy (2002) found thatstudents with different learning styles have different preferencesfor support. For example, the assimilator learning style prefershigh instructor presence, while the accommodator learning styleprefers low instructor presence.

According to Ertmer andNewby (1993), the three schools of thought can, in fact, be used as ataxonomy for learning. Behaviorists’ strategies can be used to teach thewhat (facts); cognitive strategies can be used to teach the how (processesand principles); and constructivist strategies can be used to teach thewhy (higher-level thinking that promotes personal meaning, and situatedand contextual learning).