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dc.contributor.authorNascimbeni, Fabio
dc.contributor.authorBurgos, Daniel
dc.date2019-10-01
dc.date.accessioned2020-02-26T07:42:08Z
dc.date.available2020-02-26T07:42:08Z
dc.identifier.issn20711050
dc.identifier.urihttps://reunir.unir.net/handle/123456789/9854
dc.description.abstractThe goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from “novice” to “expert”, and we analyzed the data to evaluate their use of OER and their adoption of open teaching practices, looking for relationships between the two phenomena. The main finding of this paper, which confirms the latest research findings from the open education community, is that a strong relationship exists between the two dimensions: The more an educator uses OER, the more he will probably adopt open teaching practices, and vice versa. These results are discussed with a view to use this virtuous circle between the use of open content and adoption of open teaching as a way to build generalized open education capacity among universities’ teaching stafes_ES
dc.language.isoenges_ES
dc.publisherSustainability (Switzerland)es_ES
dc.relation.ispartofseries;vol. 11, nº 20
dc.relation.urihttps://www.mdpi.com/2071-1050/11/20/5637es_ES
dc.rightsopenAccesses_ES
dc.subjectopen educational resourceses_ES
dc.subjectopen teaching practiceses_ES
dc.subjecthigher educationes_ES
dc.subjectScopuses_ES
dc.subjectJCRes_ES
dc.titleUnveiling the relationship between the use of open educational resources and the adoption of open teaching practices in higher educationes_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.3390/su11205637


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