Figure 1
Example of the dual language survey.
Figure 2
Age and gender breakdown across respondent types.
Figure 3
Geographical distribution of survey respondents across India.
Figure 4
Internet connectivity and device use across respondent type.
Table 1
Sample breakdown by qualification, across respondent type.
| Educators | Formal learners | Others | |
|---|---|---|---|
| School-leaving qualification (16–18 years) | 0% | 26% | 0% |
| Vocational qualification (i.e. practical, trade-based) | 0% | 2% | 0% |
| College diploma or certificate | 3% | 7% | 2% |
| Undergraduate/Bachelors University degree | 5% | 43% | 27% |
| Postgraduate/Graduate School University degree | 92% | 22% | 68% |
| No formal qualification | 0% | 0% | 2% |
Figure 5
Length of time using OER.
Figure 6
Top 16 sources of OER, by category of survey respondent (note * indicates Indian repository/website).
Table 2
Digital practices across all respondent categories.
| Educators | Formal learners | Others | |
|---|---|---|---|
| Sent an email | 99% | 100% | 100% |
| Used word processing software | 99% | 100% | 100% |
| Used presentation software | 99% | 94% | 93% |
| Used spreadsheet software | 89% | 85% | 98% |
| Contributed to a wiki | 53% | 54% | 57% |
| Written a blog post | 52% | 59% | 65% |
| Shared an image online | 58% | 76% | 70% |
| Posted on a microblogging platform | 47% | 68% | 71% |
| Took part in a videochat | 86% | 76% | 83% |
| Contributed to an Internet forum | 64% | 80% | 74% |
| Contributed to a social network | 91% | 90% | 87% |
| Used cloud-based storage | 85% | 98% | 100% |
| Shopped online | 84% | 100% | 95% |
| Downloaded a podcast | 47% | 63% | 62% |
| Downloaded a file using a torrent client | 42% | 89% | 72% |
| Filmed and uploaded video content | 70% | 61% | 54% |
| Used a virtual learning environment to study or teach | 62% | 74% | 50% |
| Recorded and uploaded a podcast | 22% | 19% | 19% |
| Used a messaging service, e.g. WhatsApp | 89% | 92% | 98% |
Figure 7
Open educational practices across all categories of respondent, including comparison with the OERH global dataset.
Table 3
Educators, by sector.
| School education | 42% |
| Further Education/College | 52% |
| Higher Education/University | 90% |
| Work-based education | 69% |
| Personal tutoring | 37% |
| DIET or a state teacher training centre | 17% |
| Private college | 19% |
Table 4
Comparing Indian educators’ aims for using OER with those for other educators in the OERRH dataset.
| Indian educators | VUSSC | OpenLearn | Saylor.org | ||
|---|---|---|---|---|---|
| OER used for pedagogical development | To prepare for my teaching/training | 92% | 98% | 62% | 53% |
| To get new ideas and inspiration | 96% | 98% | 77% | 72% | |
| To supplement my existing lessons | 90% | 90% | 55% | 51% | |
| To compare them with my own teaching materials | 78% | 70% | 42% | 22% | |
| To broaden the range of my teaching methods | 89% | 85% | 62% | 36% | |
| OER used to increase educational inclusion | To engage my students more fully in a topic area | 83% | 83% | 48% | 26% |
| To make my teaching more culturally diverse | 78% | 65% | 40% | 22% | |
| To interest hard-to-engage learners | 69% | 50% | 38% | 19% | |
| OER used as materials for learners | To broaden the range of resources available to my learners | 93% | 86% | 51% | 31% |
| As ‘assets’ within a classroom lesson | 83% | 87% | 41% | 19% | |
| To give to learners as compulsory self-study materials | 50% | 55% | 22% | 17% | |
| To give to learners as optional self-study materials | 86% | 71% | 41% | 29% | |
| To provide e-learning materials to online learners | 74% | 60% | 26% | 21% | |
| OER used for subject-related development | To stay up-to-date in a subject or topic area | 98% | 90% | 65% | 46% |
| To learn about a new topic | 96% | 89% | 67% | 55% | |
| Other | To enhance my professional development | 98% | 94% | 65% | 53% |
| To connect with teachers with similar interests | 74% | 56% | 37% | 20% |
Table 5
Comparing the outcomes of OER use on India’s educators with that for other educator groups in the OERRH dataset.
| Indian educators | VUSSC | OpenLearn | Saylor.org | |
|---|---|---|---|---|
| I have broadened my coverage of the curriculum | 80% | 80% | 66% | 55% |
| I use a broader range of teaching and learning methods | 76% | 86% | 61% | 56% |
| I have improved ICT skills | 65% | 78% | 35% | 40% |
| I make use of a wider range of multimedia | 65% | 83% | 46% | 50% |
| I make more use of culturally diverse resources | 63% | 52% | 44% | 41% |
| I have a more up-to-date knowledge of my subject area | 78% | 87% | 63% | 60% |
| I reflect more on the way that I teach | 77% | 80% | 58% | 53% |
| I more frequently compare my own teaching with others | 57% | 41% | 41% | 39% |
| I now use OER study to develop my teaching | 73% | 54% | 51% | 44% |
| I collaborate more with colleagues | 51% | 56% | 30% | 36% |
Figure 8
Formal learner perceptions of the impact of OER on their studies, comparing responses from the Pan-India, VUSSC, OpenLearn and Saylor.org OERH surveys.
Table 6
The appeal of OER.
| Educators | Formal learners | Other | |
|---|---|---|---|
| I can study at no cost | 85% | 94% | 80% |
| The materials can be used flexibly | 94% | 97% | 80% |
| The materials can be accessed at any time | 97% | 100% | 87% |
| The materials can be studied online | 96% | 97% | 90% |
Figure 9
OER Engagement ladder (Wild, 2012).
Figure 10
Barriers to OER use experienced by the Pan-India survey respondents.
Figure 11
Emergent model for understanding engagement with OER in a development context.
Figure 12
Mapping the General survey respondents onto the new model.
Figure 13
Mapping the Educator survey respondents onto the new model.
Figure 14
Mapping the Formal Student survey respondents onto the new model.