THE OPEN DIGITAL EDUCATIONAL RESOURCES IN IT-TECHNOLOGIES: QUANTITY ANALYSIS

Authors

DOI:

https://doi.org/10.33407/itlt.v75i1.3114

Keywords:

education, higher education, informal education, open education, professional training, educational resources, open educational resources, IT industry, Information Technology OER, MOOC

Abstract

The article describes the results of quantitative analysis of open educational resources in the field of information technologies. The study is based on the analysis of the content of ten platforms which provide access to open resources. To achieve the goal, the following methods were used: theoretical (analysis and generalization of Internet sources to determine the popularity of educational platforms and resources on them); quantitative data analysis to determine the relative share of IT-courses on different parameters (the relative share of IT-courses in general and on each platform, in particular, the language of teaching, quantitative content in the thematic areas). Quantitative analysis includes the following platforms that provide access to open educational resources: Coursera, Edx, Udemy, MIT OpenCourse Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The platforms and their content are briefly described in article. We identified ten generalized thematic areas by analyzing the titles and annotations of the courses presented on the platforms for the IT-sector: programming and software development; algorithms and data structures; computer security and networks; computer graphics, design and visualization of data; Web design and Internet technologies; DBMS and SQL; artificial intelligence and robotics; blockade and cryptography; Operating Systems. The popularity of courses on programming and software development and courses on computer graphics, design and data visualization is proved. We briefly described Ukrainian platforms Prometheus and OUM and made the conclusion about the prospects of their development. Platforms Coursera, EdX, MIT OpenCourse Ware, OpenLean and Intuit are the most complete among other well-known educational platforms. The leader is the platform Udemy: the total number of courses 82 943 and the number of IT-courses – 35 727. We provide suggestions for improving the professional training of IT professionals: organization of independent work, passing of EOR as courses of advanced training, distribution of author's techniques in developing their own courses and promoting them on open platforms.

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Author Biographies

Olena V. Semenikhina, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Computer Science

Artem O. Yurchenko, Makarenko Sumy State Pedagogical University

PhD of Pedagogical Sciences, Associate Professor of the Department of Computer Science

Alina A. Sbruieva, Makarenko Sumy State Pedagogical University

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Pedagogy

Anatoliy I. Kuzminskyi, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Doctor of Pedagogical Sciences, Professor , Corresponding Member of NAES of Ukraine, Professor, Department of Pedagogy and Management of Education

Оlexandr V. Kuchai, National University of Life and Environmental Sciences of Ukraine

Doctor of Pedagogical Sciences, Associate Professor, Department of Pedagogy

Olena A. Bida, Ferenc Rákóczi II Transcarpathian Hungarian Institute

Doctor of Pedagogical Sciences, Professor, Chair of the Department of Pedagogy and Psychology

References

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Open Learning Initiative – OLI. [Електронний ресурс]. Доступно: https://oli.cmu.edu/. Дата зверення: Квітень 16, 2019.

Відкритий Університет Майдану. Громадянська освіта в Україні. [Електронний ресурс]. Доступно: https://vum.org.ua/. Дата зверення: Квітень 16, 2019.

Законодавство України. (2013, Січень 24). Положення про підвищення кваліфікації та стажування педагогічних і науково-педагогічних працівників вищих навчальних закладів. [Електронний ресурс]. Доступно: https://zakon.rada.gov.ua/laws/show/z0488-13. Дата зверення: Лип. 10, 2019.


REFERENCES (TRANSLATED AND TRANSLITERATED)

Sophie Touzé. Open Educational Resources in France: Overview, Perspectives and Recommendations. UNESCO Institute for Information Technologies in Education, 2014 (in English).

A. McAuley, B. Stewart, G. Siemens, and D. Cormier, The MOOC Model for Digital Practice. Created through funding received by the University of Prince Edward Island through the Social Sciences and Humanities Research Council's “Knowledge Synthesis Grants on the Digital Economy”, 2010 (in English).

I.V. Batsurovska, and A.M. Dzhalandinova,“The history of the development of mass open online courses in education”, Aktualni problem derzhavnoho upravlinnia, pedahohiky ta psykholohii,V. 1, pp. 63-66, 2015 (in Ukrainian).

M. Berezytskyi,and V. Oleksyuk,“Massive open online courses as a stage in the development of e-learning”, Information Technologies and Learning Tools, 56(6), pp. 51-63, 2016. doi: http://dx.doi.org/10.33407/itlt.v56i6.1479/(in English).

H. Shalatska,“The efficiency of MOOCS implementation in teaching English for professional purposes” Information Technologies and Learning Tools,66(4), pp. 186-196, 2018. doi:http://dx.doi.org/10.33407/itlt.v66i4.2106/ (in English).

N.Avshenyuk, V.Berezan, N.Bidyuk, and M. Leshchenko,“Foreign Experience And Ukrainian Realities Of Mass Open Online Courses Use In International Education Area”, Information Technologies and Learning Tools, 68(6), pp. 262-272, 2018. doi: http://dx.doi.org/10.33407/itlt.v68i6.2407/(in English).

K. Richards-Schuster, M. Ruffolo, and B. Hiltz, “Innovating Practices to Prepare Students for Graduate School: Lessons From a Social Work MOOC” Journal of Social Work Education, 55(2), pp. 314-326, 2019. doi: 10.1080/10437797.2018.1548986. (in English).

J. Zhang, X. Lou, H. Zhang, and J. Zhang, “Modeling collective attention in online and flexible learning environments” Distance Education, 40(2), pp. 278-301, 2019. doi: 10.1080/01587919.2019.1600368 (in English).

J. Zhang, H. Sziegat, K. Perris, and Chenchen Zhou, “More than access: MOOCs and changes in Chinese higher education” Learning, Media and Technology, 44(2), pp. 108-123, 2019, doi: 10.1080/17439884.2019.1602541 (in English).

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Published

2020-02-24

How to Cite

[1]
Semenikhina О. В., Yurchenko А. О., Sbruieva А. А., Kuzminskyi А. І., Kuchai О. В., and Bida О. А., “THE OPEN DIGITAL EDUCATIONAL RESOURCES IN IT-TECHNOLOGIES: QUANTITY ANALYSIS”, ITLT, vol. 75, no. 1, pp. 331–348, Feb. 2020.

Issue

Vol. 75 No. 1 (2020)

Section

Open information and educational space and information and data security

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