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Expert Validation of e-Open for Assessing Open Education Competencies: An instrument designed within the framework of UNESCO recommendations

Published: 20 December 2021 Publication History

Abstract

This article is framed per the UNESCO recommendations to support open educational resources. Open education advocates an inclusive, diverse, and lifelong learning education. In our work, we designed an instrument to assess open education competencies. The study objective is to present the expert validation of the e-Open instrument. The method was validated by 16 Spanish and English speaking experts using a questionnaire to collect data to measure clarity, coherence, and relevance. This survey instrument utilized a Likert scale composed of five constructs (UNESCO recommendations), 14 indicators, and 36 items. Statistical, concordance (Kendall's W), and significance analyses were performed. The results showed that the items are clear (explicit), coherent, and relevant. This instrument may be of value to academicians, researchers, trainers and decision-makers interested in mobilizing open education instances.

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Cited By

View all
  • (2024)Forecasting Gender in Open Education Competencies: A Machine Learning ApproachIEEE Transactions on Learning Technologies10.1109/TLT.2023.333654117(1236-1247)Online publication date: 2024
  • (2024)Inclusive Digital Education on Open Platforms: A Case Study of the Complexity of the Future of EducationComputers in the Schools10.1080/07380569.2024.2322164(1-18)Online publication date: 13-Mar-2024
  • (2022)Digital competences in distance education for high school education systems. Study case: institutions incorporated to the UAEMexRevista de Tecnología y Educación10.35429/JTAE.2022.16.6.24.34(24-34)Online publication date: 14-Dec-2022

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      cover image ACM Other conferences
      TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM'21)
      October 2021
      823 pages
      ISBN:9781450390668
      DOI:10.1145/3486011
      • Editors:
      • Marc Alier,
      • David Fonseca
      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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      Publication History

      Published: 20 December 2021

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      Author Tags

      1. Educational Innovation
      2. Higher Education
      3. OER
      4. Open Education
      5. UNESCO OER Recommendations

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      Cited By

      View all
      • (2024)Forecasting Gender in Open Education Competencies: A Machine Learning ApproachIEEE Transactions on Learning Technologies10.1109/TLT.2023.333654117(1236-1247)Online publication date: 2024
      • (2024)Inclusive Digital Education on Open Platforms: A Case Study of the Complexity of the Future of EducationComputers in the Schools10.1080/07380569.2024.2322164(1-18)Online publication date: 13-Mar-2024
      • (2022)Digital competences in distance education for high school education systems. Study case: institutions incorporated to the UAEMexRevista de Tecnología y Educación10.35429/JTAE.2022.16.6.24.34(24-34)Online publication date: 14-Dec-2022

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