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    The OER World Map collects data related to Open Educational Resources (OER) and Open Education as described in the Cape Town Declaration and the 2012 OER Paris Declaration. Please add only related data. If not obvious, please outline the reference to OER in the description field.

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The International Review of Research in Open and Distributed Learning  (IRRODL)


Provider: 
  • Athabasca University

Tags: 
  • journal

Description

IRRODL is indexed by all the major citation indexing systems (see the indexing list above). In 2016, more than 55% of IRRODL articles are cited by authors in other Scopus indexed journals. IRRODL has an SSCI impact factor of 0.734 with a H5 index of 36 and a five year impact factor of 1.003. The Scimago (SCOPUS) H index is 40. The ResearchGate Impact factor is 0.69, According to Google Scholar, IRRODL has a ranking of 6th among Educational Technology Journals and a rank of 13th of all Education Journals (h5 index = 36; h5-median = 65). It is the only fully open access journal in the top 20.
irrodl.org

Tags

  • journal

Subject

  • Education

    Grade level

    • First stage of tertiary education
      • Second stage of tertiary education

        Provider

        • Athabasca University
          Athabasca University

          Canada's open university is headquartered in Athabasca Alberta. More than 38 000 students take online courses leading to BAs BScs and Masters degrees. The first doctoral programme commenced in 2008. ...

        Publications

        • Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks
        • Development of open textbooks learning analytics system

          In this article, Prasad et al (2016) make the case for learning analytics as a key ingredient in iterative improvements of open textbooks. As the authors note, "Learning analytics offers (sic) a faste...

        • Trends and patterns in Massive Open Online Courses: Review and content analysis of research on MOOCs (2008-2015)

          In this article, Bozkurt et al (2017) review 362 empirical articles published between 2008 and 2015 on MOOCs to identify trends in the research. They find that the number of articles per year increase...

        • Institutional Culture and OER Policy: How Structure, Culture, and Agency Mediate OER Policy Potential in South African Universities

          In this article, Cox and Trotter (2016) consider the promotion of OER within universities and argue that policy recommendations are highlight dependent on the specific institutional context. In making...

        • The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

          In this article, Hendricks et al (2017) examine the cost savings, learning outcomes, use, and perceptions of OER in a Canadian university after an introductory physics course switched to an open websi...

        • Adoption of Sharing and Reuse of Open Resources by Educators in Higher Education Institutions in the Netherlands: A Qualitative Research of Practices, Motives, and Conditions

          To find out what is needed to speed up the adoption of open sharing and reuse of learning materials and open online courses in publicly funded Dutch institutions of Higher Education, a qualitative res...

        • Open Assessment of Learning: A Meta-Synthesis

          Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Educa...

        • Understanding reusability as a key factor for open education: A review

          This article describes both the process and the results of an extensive literature review on reusability as one of the key factors for the creation of open content in the context of open and distance ...

        • Faculty perception of openness and attitude to open sharing at the Indian National Open University

          In this study, Panda and Santosh (2017) survey 69 faculty members of the Indira Gandhi National Open University of India about their attitudes towards openness. 92% of faculty members reported that "i...

        • A Collaborative Approach to OER Policy and Guidelines Development in the Commonwealth: The Case of Botswana, Cameroon, and Sri Lanka

          In this study, Abeywardena et al (2018) describe the development of 29 provincial and regional OER policies in Sri Lanka and Botswana. The authors note that the key innovation in the development of th...

        • Openness and praxis: Exploring the use of open educational practices in higher education

          ABSTRACT. Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing ...

        • Defining OER-enabled pedagogy

          In this article, Wiley and Hilton (2018) seek to address the "semantic overlap" (abstract) between open pedagogy and open educational practices. To do so, they define a new term, "OER-enabled pedagogy...

        • Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

          This study seeks to understand the use of open educational practices (OEP), which includes OER as well as open pedagogy/teacher practice. It is based on 19 rigorously analyzed, qualitative interviews ...

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        The International Review of Research in Open and Distributed Learning

        Available languages

        • English

        License

        • Creative Commons Attribution