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Measuring Quality, Popularity, Demand and Usage of Repositories of Open Educational Resources (ROER): A Study on Thirteen Popular ROER

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Title: Measuring Quality, Popularity, Demand and Usage of Repositories of Open Educational Resources (ROER): A Study on Thirteen Popular ROER
Language: English
Authors: Perifanou, Maria, Economides, Anastasios A.
Source: Open Learning. 2023 38(4):315-330.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Quality, Open Educational Resources, Use Studies, Usability, Web Sites, Quality Assurance
DOI: 10.1080/02680513.2022.2033114
ISSN: 0268-0513
1469-9958
Abstract: Open Educational Resources (OER) could be used by educators and learners for online teaching and learning. All over the world, various OER repositories and directories curate OER in various subjects. However, little is known about their quality, popularity and usage. This paper investigates and analyses qualitatively and quantitatively 13 well-known repositories of OER (ROER) from the users' point of view. The following web traffic analytics tools were used: Google MobileFriendly, Google PageSpeed Insights, OpenLink Profiler, SimilarWeb, and WAVE. Most of these ROER curate OER and links pointing to OER of multiple types, multiple languages, multiple disciplines (subjects), and multiple educational levels. Also, almost all of them provide mobile friendly design, some form of OER quality evaluation, and facilities so that anyone can search them for OER and their members can interact, communicate, and collaborate among themselves. However, most of them provide poor speed and their information about their OER does not always correspond to the reality. Most of these ROER have registered members and social media followers, and are well recognised by thousands of websites that point to them. Thousands of users visit these ROER. On average, visitors visit 3.6 pages and spend 2.6 minutes per visit in an ROER.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1400982
Database: ERIC
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  Value: <anid>AN0173117009;bbx01nov.23;2023Oct25.06:16;v2.2.500</anid> <title id="AN0173117009-1">Measuring quality, popularity, demand and usage of Repositories of Open Educational Resources (ROER): a study on thirteen popular ROER </title> <p>Open Educational Resources (OER) could be used by educators and learners for online teaching and learning. All over the world, various OER repositories and directories curate OER in various subjects. However, little is known about their quality, popularity and usage. This paper investigates and analyses qualitatively and quantitatively 13 well-known repositories of OER (ROER) from the users' point of view. The following web traffic analytics tools were used: Google MobileFriendly, Google PageSpeed Insights, OpenLink Profiler, SimilarWeb, and WAVE. Most of these ROER curate OER and links pointing to OER of multiple types, multiple languages, multiple disciplines (subjects), and multiple educational levels. Also, almost all of them provide mobile friendly design, some form of OER quality evaluation, and facilities so that anyone can search them for OER and their members can interact, communicate, and collaborate among themselves. However, most of them provide poor speed and their information about their OER does not always correspond to the reality. Most of these ROER have registered members and social media followers, and are well recognised by thousands of websites that point to them. Thousands of users visit these ROER. On average, visitors visit 3.6 pages and spend 2.6 minutes per visit in an ROER..</p> <p>Keywords: OER; OER repositories; Open Educational Resources; SimilarWeb; web analytics</p> <hd id="AN0173117009-2">Introduction</hd> <p>The outbreak of COVID-19 in 2020 forced almost all governments in the world to impose social distancing and lockdown measures to restrict the pandemic spread. As a result, educational institutions complying with the lockdown decisions had to shift their educational activities to online teaching and learning. However, educational institutions, educators, and learners were not prepared for such a massive educational disruption. They were lacking not only digital infrastructure and digital skills but also appropriate digital educational material. Open Educational Resources (OER) could help in filling the gap of digital educational resources' availability. According to UNESCO ([<reflink idref="bib43" id="ref1">43</reflink>]), OER are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that has been released under an open licence that permits no-cost access, use, adaptation, and redistribution by others. Another popular definition of OER includes the 5 R's, i.e. the rights to retain (make, create, own, and control copies of), reuse, revise (adapt and modify), remix (combine), and redistribute (share all forms of) the content (Wiley, [<reflink idref="bib46" id="ref2">46</reflink>]).</p> <p>In an effort to support educational institutions all over the world in their transition to OER-based education, the Commonwealth of Learning (COL) and the network of Open Education Resource Universitas (OERu) cooperated with the UNESCO Institution for Information Technologies in Education (IITE) and the International Council for Open and Distance Education (ICDE) to implement the OER4Covid initiative (OER4Covid, [<reflink idref="bib32" id="ref3">32</reflink>]). Similarly, the Driving OER Sustainability for Student Success (DOERS3, [<reflink idref="bib13" id="ref4">13</reflink>]) urges higher education institutions to accelerate the adoption of high-quality OER. DOERS3 is a collective of 23 higher education systems and state/province-wide OER initiatives representing approximately 6 million students across 650 colleges and universities in the U.S. and Canada. According to DOERS3 ([<reflink idref="bib13" id="ref5">13</reflink>]), OER has four advantages over traditional textbooks in the COVID-19 learning environment: i) remote-instruction friendly; ii) adaptable; iii) accessible for ever; iv) a good investment.</p> <p>OER not only enable cost savings (Hilton, [<reflink idref="bib18" id="ref6">18</reflink>]; J. Hilton et al., [<reflink idref="bib17" id="ref7">17</reflink>]; J.L. Hilton et al., [<reflink idref="bib16" id="ref8">16</reflink>]; Weller et al., [<reflink idref="bib45" id="ref9">45</reflink>]) but they can also increase students' autonomy, experimentation with new ways of learning, satisfaction, interest in the subjects taught, and enthusiasm for future studies as well as collaboration amongst learners and among teachers (Blyth, [<reflink idref="bib8" id="ref10">8</reflink>]; de los Arcos et al., [<reflink idref="bib12" id="ref11">12</reflink>]; Sabadie et al., [<reflink idref="bib38" id="ref12">38</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref13">35</reflink>], [<reflink idref="bib36" id="ref14">36</reflink>]; Weller et al., [<reflink idref="bib45" id="ref15">45</reflink>]). Furthermore, open textbooks can be of higher quality than copyright-restricted textbooks (Kimmons, [<reflink idref="bib24" id="ref16">24</reflink>]).</p> <p>However, there is a variety of obstacles that prevent the worldwide adoption of OER (Abeywardena et al., [<reflink idref="bib1" id="ref17">1</reflink>]; Belikov & Bodily, [<reflink idref="bib7" id="ref18">7</reflink>]; Hu et al., [<reflink idref="bib20" id="ref19">20</reflink>]; Luo et al., [<reflink idref="bib25" id="ref20">25</reflink>]; McGowan, [<reflink idref="bib26" id="ref21">26</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref22">35</reflink>], [<reflink idref="bib36" id="ref23">36</reflink>]). Some of these obstacles are related to the Repositories of OER (ROER). According to UNESCO (Huang et al., [<reflink idref="bib21" id="ref24">21</reflink>]), an ROER curates OER for later search, retrieval, and use while an OER Directory lists digital links pointing to OER stored elsewhere. This paper uses the term ROER to include both types. Previous studies found that it is difficult to find effective ROER and appropriate OER (Abeywardena et al., [<reflink idref="bib1" id="ref25">1</reflink>]; Allen & Seaman, [<reflink idref="bib2" id="ref26">2</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref27">4</reflink>]; Atkins et al., [<reflink idref="bib6" id="ref28">6</reflink>]; Belikov & Bodily, [<reflink idref="bib7" id="ref29">7</reflink>]; de los Arcos et al., [<reflink idref="bib11" id="ref30">11</reflink>], [<reflink idref="bib12" id="ref31">12</reflink>]; Hodgkinson-Williams & Arinto, [<reflink idref="bib19" id="ref32">19</reflink>]; Hu et al., [<reflink idref="bib20" id="ref33">20</reflink>]; Luo et al., [<reflink idref="bib25" id="ref34">25</reflink>]; Mishra & Singh, [<reflink idref="bib29" id="ref35">29</reflink>]; Muthu & Cheng, [<reflink idref="bib30" id="ref36">30</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref37">35</reflink>], [<reflink idref="bib36" id="ref38">36</reflink>]; Seaman & Seaman, [<reflink idref="bib40" id="ref39">40</reflink>]). For example, during the OER Research Hub project funded by the Hewlett Foundation, data collected from approximately 7,500 users of OER around the globe revealed that 53.3% of educators faced challenges in 'Knowing where to find resources' and 58.2% of them in 'Finding suitable resources in my subject area' (de los Arcos et al., [<reflink idref="bib11" id="ref40">11</reflink>]). Also, a review of 51 OER studies conducted in countries across five continents found that OER discoverability is a significant barrier preventing OER adoption at HE institutions (Luo et al., [<reflink idref="bib25" id="ref41">25</reflink>]).</p> <p>Development of effective and easy-to-use ROER could facilitate OER adoption in order to achieve UNESCO objectives for 'effective, inclusive and equitable access to quality OER' and 'sustainability models for OER' (UNESCO, [<reflink idref="bib42" id="ref42">42</reflink>]). Previous studies on ROER sustainability (Annand, [<reflink idref="bib3" id="ref43">3</reflink>]; Kanwar et al., [<reflink idref="bib22" id="ref44">22</reflink>]; McGreal, [<reflink idref="bib28" id="ref45">28</reflink>]) suggested the ROER be hosted or managed by an established organisation. Furthermore, effective ROER should provide the following facilities:</p> <p></p> <ulist> <item> OER searchability (e.g. Atenas et al., [<reflink idref="bib4" id="ref46">4</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref47">35</reflink>], [<reflink idref="bib36" id="ref48">36</reflink>]);</item> <p></p> <item> OER quality evaluation tools (e.g. Atenas & Havemann, [<reflink idref="bib5" id="ref49">5</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref50">4</reflink>]; Clements et al., [<reflink idref="bib9" id="ref51">9</reflink>]; Connell & Connell, [<reflink idref="bib10" id="ref52">10</reflink>]; Huang et al., [<reflink idref="bib21" id="ref53">21</reflink>]; Perifanou & Economides, [<reflink idref="bib37" id="ref54">37</reflink>]);</item> <p></p> <item> Multilingual interface and support (e.g. Atenas & Havemann, [<reflink idref="bib5" id="ref55">5</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref56">4</reflink>]; Huang et al., [<reflink idref="bib21" id="ref57">21</reflink>]);</item> <p></p> <item> Standardised metadata and comprehensive description of OER (e.g. Atenas & Havemann, [<reflink idref="bib5" id="ref58">5</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref59">4</reflink>]; Connell & Connell, [<reflink idref="bib10" id="ref60">10</reflink>]; Huang et al., [<reflink idref="bib21" id="ref61">21</reflink>]; Kawachi, [<reflink idref="bib23" id="ref62">23</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref63">35</reflink>], [<reflink idref="bib36" id="ref64">36</reflink>]);</item> <p></p> <item> Collaboration and sharing tools such as social media and communities (e.g. Atenas & Havemann, [<reflink idref="bib5" id="ref65">5</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref66">4</reflink>]; Clements et al., [<reflink idref="bib9" id="ref67">9</reflink>]; Kawachi, [<reflink idref="bib23" id="ref68">23</reflink>]);</item> <p></p> <item> Creative Commons (CC) Licences for OER (e.g. Atenas & Havemann, [<reflink idref="bib5" id="ref69">5</reflink>]; Atenas et al., [<reflink idref="bib4" id="ref70">4</reflink>]);</item> <p></p> <item> Comprehensive content (e.g. Hu et al., [<reflink idref="bib20" id="ref71">20</reflink>]; Perifanou & Economides, [<reflink idref="bib35" id="ref72">35</reflink>], [<reflink idref="bib36" id="ref73">36</reflink>]).</item> </ulist> <p>Regarding taxonomies of McGreal ([<reflink idref="bib27" id="ref74">27</reflink>], [<reflink idref="bib28" id="ref75">28</reflink>]) proposed three types of ROER: i) local hosting of content, ii) local hosting of metadata with links to OER stored at other sites, iii) hybrid sites that host both content and links. ROER can also be classified with respect to the content subject areas: i) general repositories that host content from various subjects and ii) specific repositories that host content in specific subject areas. Atenas and Havemann ([<reflink idref="bib5" id="ref76">5</reflink>]) proposed the following ROER types: regional, national, international, institutional, consortium.</p> <p>Another taxonomy (Santos-Hermosa et al., [<reflink idref="bib39" id="ref77">39</reflink>]) categorised ROER with respect to the following criteria: i) OER stored wholly or partially, ii) discipline, iii) person responsible or creator, iv) geographical origin, v) software/platform, and vii) metadata standard. However, for someone looking to find appropriate OER for a specific educational purpose, the person responsible or creator, the geographical origin, the software/platform, and the metadata standard do not really matter. Actually, very few ROER provide OER that adhere to educational standards (Santos-Hermosa et al., [<reflink idref="bib39" id="ref78">39</reflink>]). Also, in our interconnected world, there are no longer geographic boundaries but there are still language barriers.</p> <p>This paper investigates ROER with respect to their type, the provided facilities (e.g. search engine, open licencing, OER evaluation, members' community), their popularity, and usage. More specifically, this paper tries to answer the following research questions:</p> <p></p> <ulist> <item> What are the ROER types?</item> <p></p> <item> What is the quality of 13 well-known ROER for teaching and learning?</item> <p></p> <item> What is the popularity of 13 well-known ROER for teaching and learning?</item> <p></p> <item> What is the demand and usage of 13 well-known ROER for teaching and learning?</item> </ulist> <p>The next section describes the six-stage methodology that was followed to define the selection of the ROER, the web analytics tools to be used and the metrics for measuring the ROER. The analysis of the ROER follows as well as the presentation and discussion of the results. Finally, the paper presents the conclusions and makes recommendations.</p> <hd id="AN0173117009-3">Methodology</hd> <p>This study took place during January to April 2021. A six-stage methodology was followed: 1) Definition of the measures to determine the ROER types, quality, popularity, and usage; 2) Discovery and identification of well-known ROER for teaching and learning; 3) Exploration of the identified ROER; 4) Selection of ROER to be analysed; 5) Analysis of the selected ROER; 6) Reporting the results.</p> <p>Based on previous studies analysed in the Introduction, this paper suggests the following categories of OER Repositories from the users' point of view (Table 1) with respect to: the OER type that they contain (e.g. course, textbook, lesson plan, video lecture, case study, assessment), the OER language (e.g. only in English, in multiple languages), the OER discipline (subject) (e.g. only in science learning, in multiple disciplines), the OER educational level (e.g. appropriate for pupils, for adults), the OER content (e.g. appropriate for teaching and learning, for research, software), the OER details (e.g. ROER contains the whole OER, link to the OER), as well as the ROER host and nationality.</p> <p>Table 1. Taxonomy of ROER from the users' point of view.</p> <p> <ephtml> <table><thead><tr><td>OER characteristics</td><td>Repositories of OER (ROER)</td></tr></thead><tbody><tr><td>OER type</td><td><list list-type="Bullet"><list-item><p>Mixed OER-types Repository that contains a mix of OER types such as open textbooks, courses, videos, assessments;</p></list-item><list-item><p>Single OER-type Repository that contains only one OER type, for example, Textbook ROER, Video Lectures ROER, Presentations ROER, Assessments ROER, Courses ROER.</p></list-item></list></td></tr><tr><td>OER language</td><td><list list-type="Bullet"><list-item><p>Multilanguage ROER that contains a mixture of OER in various languages;</p></list-item><list-item><p>Single language ROER that contains OER only in a specific language, e.g. Arabic ROER, Chinese ROER, French ROER.</p></list-item></list></td></tr><tr><td>OER discipline</td><td><list list-type="Bullet"><list-item><p>Multidisciplinary ROER that contains OER in multiple educational disciplines (subjects);</p></list-item><list-item><p>Single discipline ROER that contains OER only in a specific educational discipline/subject, e.g. Biology ROER, Geography ROER, History ROER, Language ROER, Mathematics ROER.</p></list-item></list></td></tr><tr><td>OER edu level</td><td><list list-type="Bullet"><list-item><p>Multiple educational levels ROER;</p></list-item><list-item><p>Primary education ROER;</p></list-item><list-item><p>Secondary education ROER;</p></list-item><list-item><p>Tertiary and higher education ROER;</p></list-item><list-item><p>Continuing and adult education ROER.</p></list-item></list></td></tr><tr><td>OER content</td><td><list list-type="Bullet"><list-item><p>Various content ROER that contains OER having any kind of content (not necessarily educational) such as movies, TV serials, music, fantasy or mystery books;</p></list-item><list-item><p>Teaching & Learning ROER that contains useful OER for teaching and learning;</p></list-item><list-item><p>Research ROER that contains useful OER for research such as research papers, dissertations/theses, data;</p></list-item><list-item><p>Software ROER that contain apps and other software (e.g. GitHub).</p></list-item></list></td></tr><tr><td>OER residence</td><td><list list-type="Bullet"><list-item><p>Local ROER contains the whole OER;</p></list-item><list-item><p>Linked ROER contains OER metadata with link to the OER which is stored elsewhere;</p></list-item><list-item><p>Mixed ROER contains both the whole OER and links to the OER.</p></list-item></list></td></tr><tr><td>ROER host</td><td><list list-type="Bullet"><list-item><p>Institution, University, School, Company, Association, Ministry, Library, Museum, NGO, Project (e.g. Erasmus+ Project).</p></list-item></list></td></tr><tr><td>ROER nationality</td><td><list list-type="Bullet"><list-item><p>International ROER that is managed by an international agency and contains OER that interest people all over the world;</p></list-item><list-item><p>Multinational ROER that is managed by a multinational consortium or contains OER that interest people in specific nations;</p></list-item><list-item><p>National ROER that is managed by a specific nation or contains OER that interest people in this nation.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>As described in the Introduction, an effective ROER should provide facilities such as easy searchability of OER, multilingual interface, rich content, users' community, as well as OER that have open licences and have been evaluated for quality. This paper will investigate well-known ROER for teaching and learning using in-site extensive exploration of their websites as well as automatic traffic analysis using web analytics tools such as Google Mobile-Friendly ([<reflink idref="bib14" id="ref79">14</reflink>]), Google PageSpeedInsights ([<reflink idref="bib15" id="ref80">15</reflink>]), OpenLinkProfiler ([<reflink idref="bib34" id="ref81">34</reflink>]), SimilarWeb ([<reflink idref="bib41" id="ref82">41</reflink>]), and WAVE Web Accessibility Evaluation Tool ([<reflink idref="bib44" id="ref83">44</reflink>]).</p> <p>So, regarding the ROER quality this paper will evaluate the existence of the following parameters: 1) multilingual interface, 2) searchability, 3) members' community, 4) size (number of materials, textbooks, courses), 5) resources with an open licence, 6) OER being evaluated, 7) website speed, 8) mobile friendly, and 9) accessibility.</p> <p>Regarding the ROER popularity this paper will evaluate the following parameters: 1) number of members, 2) number of followers in social media (Facebook followers, LinkedIn followers, registered users in YouTube channel), 3) number of websites pointing to it, and 4) number of links (more than one link can come from the same website) pointing to it.</p> <p>Regarding the ROER demand and usage this paper will evaluate the following parameters: 1) number of visits in the last 6 months, 2) visits by top three countries, 3) visits by originating source, 4) average number of pages per visit, 5) average visit duration, and 6) bounce rate (percentage of visitors that leave the website after viewing just one page).</p> <p>In order to identify popular ROER, multiple sources were investigated. Santos-Hermosa et al. ([<reflink idref="bib39" id="ref84">39</reflink>]) identified 110 repositories using as sources ROAR, Open DOAR, Open Education Europe and EdReNe. The current study investigated information and tutorials about ROER in over 50 websites of Universities' Libraries (e.g. https://guides.library.ubc.ca/open-education/finding), over 20 e-toolkits for OER teaching and learning (e.g. https://<ulink href="http://www.k-state.edu/keepteaching/docs/oer-toolkit.pdf),">www.k-state.edu/keepteaching/docs/oer-toolkit.pdf),</ulink> the Registry of Open Access Repository (ROAR, <ulink href="http://roar.eprints.org/">http://roar.eprints.org/</ulink>) which monitors 4,537 repositories throughout the world, and the Directory of Open Access Repositories (Open DOAR, <ulink href="http://v2.sherpa.ac.uk/opendoar/">http://v2.sherpa.ac.uk/opendoar/</ulink>) which registers 5,220 repositories.</p> <p>However, it was not an easy task to explore the identified ROER. Even well-known ROER may pause their operation and cease to exist (e.g. Orange Gove, https://<ulink href="http://www.floridashines.org/orange-grove,">www.floridashines.org/orange-grove,</ulink> TEMOA, <ulink href="http://www.temoa.info/,">http://www.temoa.info/,</ulink> CNX is retiring: https://cnx.org/). Since, we speak the English language and do not speak other popular languages (such as Chinese, Arabic, or Spanish), we restricted the exploration of ROER to those that either provide English menus or where the web browser's Google translator provides an English translation. Some other obstacles encountered were that many search engines did not provide accurate results, many ROER curated very few OER, many ROER did not curate really open OER (e.g. only providing a limited time free trial or a free sample of the material), and many Institutional ROER contained a mixture of OER for research (e.g. research articles, dissertations) together with few OER for teaching and learning produced by the local faculty.</p> <p>Eventually, the following (alphabetical) 13 ROER for teaching and learning were selected based on their popularity, English language, size, comprehensiveness, and freshness:</p> <p></p> <ulist> <item> <bold> Commons (by Canvas) </bold> : https://lor.instructure.com/</item> <p></p> <item> <bold> Curriki </bold> : https://library.curriki.org/</item> <p></p> <item> <bold> DOER (Directory of Open Educational Resources) </bold> : http://doer.col.org/</item> <p></p> <item> <bold> KlasCement </bold> : https://www.klascement.net/?hl=en</item> <p></p> <item> <bold> Mason OER Metafinder (MOM) </bold> : https://oer.deepwebaccess.com/oer/desktop/en/search.html</item> <p></p> <item> <bold> MERLOT (Multimedia Education Resource for Learning and Online Teaching) </bold> : https://www.merlot.org/merlot/</item> <p></p> <item> <bold> MIT OpenCourseWare (OCW) </bold> : https://ocw.mit.edu/index.htm</item> <p></p> <item> <bold> OASIS (Openly Available Sources Integrated Search) </bold> : https://oasis.geneseo.edu/</item> <p></p> <item> <bold> OER Commons </bold> : https://www.oercommons.org</item> <p></p> <item> <bold> OER World Map </bold> : https://oerworldmap.org/</item> <p></p> <item> <bold> OpenLearn </bold> : htps://www.open.edu/openlearn/</item> <p></p> <item> <bold> OpenStax </bold> : https://openstax.org/</item> <p></p> <item> <bold> Open Textbook Library </bold> : https://open.umn.edu/opentextbooks/</item> </ulist> <p>These 13 ROER for teaching and learning will be further analysed in the next section.</p> <hd id="AN0173117009-4">ROER analysis</hd> <p>After extensively exploring each ROER, based on the taxonomy of (Table 1), the basic characteristics of all 13 ROER are presented in the following (Table 2).</p> <p>Table 2. Characteristics of well-known ROER for teaching and learning (where Multi = Multiple).</p> <p> <ephtml> <table><thead><tr><td>ROER</td><td>OER type</td><td>OER language</td><td>OER discipline</td><td>OER Edu level</td><td>OER Residence</td><td>Hosting agency</td></tr></thead><tbody><tr><td>Commons</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Mixed</td><td>Institutional (Canvas, US)</td></tr><tr><td>Curriki</td><td>Mixed</td><td>English</td><td>Multi</td><td>Multi</td><td>Mixed</td><td>Institutional (US)</td></tr><tr><td>DOER</td><td>Mixed</td><td>English</td><td>Multi</td><td>Multi</td><td>Mixed</td><td>Multinational (COL)</td></tr><tr><td>KlasCement</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Mixed</td><td>National (Ministry of Education & Training, Belgium)</td></tr><tr><td>MOM</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Linked Federated Search</td><td>Institutional (George Mason Univ., US)</td></tr><tr><td>MERLOT</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Linked Metadata</td><td>Institutional (US)</td></tr><tr><td>MIT OCW</td><td>Courses</td><td>Multi</td><td>Multi</td><td>Higher</td><td>Local</td><td>Institutional (MIT, US)</td></tr><tr><td>OASIS</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Linked</td><td>Multinational (COL)</td></tr><tr><td>OER Commons</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Mixed</td><td>Institutional (ISKME, US)</td></tr><tr><td>OER World Map</td><td>Mixed</td><td>Multi</td><td>Multi</td><td>Multi</td><td>Linked</td><td>Institutional (hbz, graphthinking GmbH, Germany & The Open University of UK)</td></tr><tr><td>OpenLearn</td><td>Mixed</td><td>English</td><td>Multi</td><td>Higher</td><td>Local</td><td>Institutional (The Open University, UK)</td></tr><tr><td>OpenStax</td><td>Textbooks+</td><td>English</td><td>Multi</td><td>Multi</td><td>Local</td><td>Institutional (Rice University, US)</td></tr><tr><td>Open Textbook Library</td><td>Textbooks</td><td>English</td><td>Multi</td><td>Higher</td><td>Linked</td><td>Institutional (Univ. Minnesota, US)</td></tr></tbody></table> </ephtml> </p> <p>Most of these ROER are hosted by an institution and curate OER and links to OER of mixed types, multiple languages, multiple disciplines (subjects), and multiple educational levels. For example, OER Commons is an Institutional ROER with an English language interface curating mixed-type, multilanguage, multidisciplinary, multi-educational level educational resources and links to educational resources.</p> <p>Next, by investigating and searching extensively inside each ROER using various search methods, filters, and keywords this paper recorded the following data: 1) interface language, 2) searchability, 3) members' community, 4) total number of all materials, 5) number of textbooks, 6) number of courses, 7) number of OER with open licences, and 8) number of educational resources that have been evaluated by peers or editors (Tables 3 and 4). Then the ROER speed was measured using Google PageSpeedInsights ([<reflink idref="bib15" id="ref85">15</reflink>]) which reports on the performance of a page on both mobile and desktop devices. A score of 90 or above is considered good. A score between 50 and 90 means that the website needs improvement, and a score below 50 is considered poor. The ROER mobile friendliness was measured by Google Mobile-Friendly ([<reflink idref="bib14" id="ref86">14</reflink>]). Finally, the number of accessibility errors in the first page of each ROER was measured by WAVE Web Accessibility Evaluation Tool ([<reflink idref="bib44" id="ref87">44</reflink>]). When the relevant information in an ROER is not clear, a question mark '?' is shown. When an affordance is not provided, a dash ' – ' is shown.</p> <p>Table 3. Quality of well-known ROER for teaching and learning.</p> <p> <ephtml> <table><thead><tr><td>ROER</td><td>Interface language</td><td>Searchability</td><td>Community</td><td>Materials</td><td>Textbooks</td><td>Courses</td></tr></thead><tbody><tr><td>Commons</td><td>English</td><td>Yes</td><td>Yes</td><td>188,192</td><td>2,618</td><td>25,231</td></tr><tr><td>Curriki</td><td>English</td><td>Yes</td><td>Yes?</td><td>51,757</td><td>83 (7,361?)</td><td>660</td></tr><tr><td>DOER</td><td>English</td><td>Yes</td><td>Yes</td><td>7,207</td><td>622?</td><td>2,805</td></tr><tr><td>KlasCement</td><td>Dutch & English</td><td>Yes</td><td>Yes</td><td>67,682</td><td>407</td><td>?</td></tr><tr><td>MOM</td><td>English</td><td>Yes</td><td>No</td><td>?</td><td>?</td><td>?</td></tr><tr><td>MERLOT</td><td>English</td><td>Yes</td><td>Yes</td><td>93,681</td><td>7,840</td><td>8,099</td></tr><tr><td>MIT OCW</td><td>English</td><td>Yes</td><td>No</td><td>?</td><td>111</td><td>2,500</td></tr><tr><td>OASIS</td><td>English</td><td>Yes</td><td>No</td><td>388,707</td><td>2,494</td><td>6,448</td></tr><tr><td>OER Commons</td><td>English</td><td>Yes</td><td>Yes</td><td>? 44,430</td><td>2,154</td><td>1,966</td></tr><tr><td>OER World Map</td><td>English</td><td>Yes</td><td>Yes</td><td>6,268</td><td>68</td><td>761</td></tr><tr><td>OpenLearn</td><td>English</td><td>Yes</td><td>Yes</td><td>?</td><td>?</td><td>1,000</td></tr><tr><td>OpenStax</td><td>English</td><td>No</td><td>No</td><td>?</td><td>60</td><td>?</td></tr><tr><td>Open Textbook Library</td><td>English</td><td>Yes</td><td>Yes</td><td>?</td><td>857</td><td>–</td></tr></tbody></table> </ephtml> </p> <p>Table 4. Quality of well-known ROER for teaching and learning.</p> <p> <ephtml> <table><thead><tr><td>ROER</td><td>Open Licencing</td><td>Reviewed by peers; editors</td><td>Speed</td><td>Mobile friendly</td><td>Accessibility Errors</td></tr></thead><tbody><tr><td>Commons</td><td>?</td><td>–</td><td>7</td><td>No</td><td>0</td></tr><tr><td>Curriki</td><td>Yes</td><td>1,032 6,652</td><td>14</td><td>Yes</td><td>24</td></tr><tr><td>DOER</td><td>?</td><td>?</td><td>70</td><td>Yes</td><td>4</td></tr><tr><td>KlasCement</td><td>43,170</td><td>Yes</td><td>46</td><td>Yes</td><td>6</td></tr><tr><td>MOM</td><td>?</td><td>–</td><td>74</td><td>?</td><td>0</td></tr><tr><td>MERLOT</td><td>38,541</td><td>5,497 4,381</td><td>51</td><td>Yes</td><td>0</td></tr><tr><td>MIT OCW</td><td>All</td><td>All?</td><td>35</td><td>No</td><td>21</td></tr><tr><td>OASIS</td><td>232,456</td><td>626</td><td>35</td><td>Yes</td><td>0</td></tr><tr><td>OER Commons</td><td>8,909</td><td>?</td><td>12</td><td>Yes</td><td>8</td></tr><tr><td>OER World Map</td><td>437</td><td>?</td><td>50</td><td>Yes</td><td>11</td></tr><tr><td>OpenLearn</td><td>All</td><td>Yes, All?</td><td>16</td><td>Yes</td><td>4</td></tr><tr><td>OpenStax</td><td>All</td><td>Yes, All</td><td>19</td><td>Yes</td><td>?</td></tr><tr><td>Open Textbook Library</td><td>All</td><td>500+</td><td>65</td><td>Yes</td><td>4</td></tr></tbody></table> </ephtml> </p> <p>Table 3 shows that almost all ROER provide an interface in English, a search engine and a community. The number of educational materials and links in each ROER varies from a few thousand to hundreds of thousands while the number of textbooks and full courses in each ROER varies from a few hundred to a few thousand. The number of OER with open licences varies from a few hundred to several thousand and the number of reviewed materials varies from a few hundred to a few thousand among different ROER (Table 4). Furthermore, textbooks, full courses, OER with open licences and reviewed material constitute only a small fraction of all educational materials in each ROER. Further discussion of the results is given in the next section.</p> <p>Regarding ROER popularity, this paper measured the number of ROER members as reported by each ROER on its website and the number of followers in social media by visiting the ROER's presence in Facebook, LinkedIn, and YouTube. Table 5 shows a " – " in cases where an ROER does not have a presence in a particular social media. Finally, the number of websites and links pointing to the ROER were given by the OpenLinkProfiler ([<reflink idref="bib34" id="ref88">34</reflink>]) on March 2021 (Table 5).</p> <p>Table 5. Popularity of well-known ROER for teaching and learning.</p> <p> <ephtml> <table><thead><tr><td>ROER</td><td>Members</td><td>Facebook followers</td><td>LinkedIn followers</td><td>YouTube registered users</td><td>Websites pointing to</td><td>Links pointing to</td></tr></thead><tbody><tr><td>Commons (Canvas)</td><td>56 users (1,238,425 members of Canvas)</td><td>– (22,400)</td><td>– (13,658)</td><td>– (23,700)</td><td>437</td><td>4,148</td></tr><tr><td>Curriki</td><td>656,000</td><td>7,562</td><td>657</td><td>737</td><td>5,060</td><td>85,195</td></tr><tr><td>DOER</td><td>3,232 authors</td><td>–</td><td>–</td><td>–</td><td>59</td><td>195</td></tr><tr><td>Klas Cement</td><td>281,535 members</td><td>12,247</td><td>849</td><td>666</td><td>1,381</td><td>36,384</td></tr><tr><td>MOM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>269</td><td>1,034</td></tr><tr><td>MERLOT</td><td>182,845; 4,353 Institutions</td><td>2,620</td><td>367</td><td>561</td><td>5,840</td><td>219,079</td></tr><tr><td>MIT OCW</td><td>?</td><td>484,696</td><td>2,038</td><td>2,980,000</td><td>33,759</td><td>942,270</td></tr><tr><td>OASIS</td><td>513 Institutions</td><td>–</td><td>–</td><td>–</td><td>630</td><td>5,185</td></tr><tr><td>OER Commons</td><td>?</td><td>2,955</td><td>29</td><td>–</td><td>7,440</td><td>162,853</td></tr><tr><td>OER World Map</td><td>1,759 registered users</td><td>301</td><td>–</td><td>1</td><td>405</td><td>5,674</td></tr><tr><td>OpenLearn</td><td>?</td><td>30,968</td><td>–</td><td>263,000</td><td>7,135</td><td>113,578</td></tr><tr><td>OpenStax</td><td>?</td><td>25,955</td><td>2,747</td><td>5,290</td><td>3,728</td><td>77,880</td></tr><tr><td>Open Textbook Library</td><td>120; 2,500 faculty</td><td>–</td><td>26</td><td>–</td><td>1,741</td><td>14,953</td></tr></tbody></table> </ephtml> </p> <p>Table 5 illustrates that most of these ROER have registered members and social media followers. However, these numbers vary greatly among different ROER. The number of websites pointing to an ROER varies from a few hundred to a few thousand while the number of links pointing to it varies from a few thousand to hundreds of thousands. MIT OCW shines as a best-case example. Further discussion of the results is given in the next section.</p> <p>Finally, this paper evaluated the demand and usage of each ROER using the web traffic analytics tool SimilarWeb ([<reflink idref="bib41" id="ref89">41</reflink>]) and measuring the following parameters: 1) total number of visits in the last 6 months, 2) percentage of visits by top three countries, 3) percentage of visits coming from search engines, directly to the ROER, and from websites referring to the ROER (the remaining visits come from social media, emails, and advertising), 4) average visit duration (min:sec), 5) average number of pages per visit, and 6) bounce rate (percentage of visitors that leave the website after viewing just one page) during February and March 2021. SimilarWeb did not give any results for Curriki, DOER, MOM, OASIS, and OER World Map.</p> <p>Table 6 illustrates that the number of visits to the ROER during the last 6 months varied from a few hundred thousand to some millions among the different ROER. Also, the average visit duration varied from less than 1 minute to over 5 minutes while the number of pages per visit varied from about 2 to over 8 pages per visit among different ROER. Further discussion of the results is given in the next section.</p> <p>Table 6. Usage of well-known ROER for teaching and learning according to SimilarWeb.</p> <p> <ephtml> <table><thead><tr><td>ROER</td><td>Visits during last six months</td><td>By country (%)</td><td>By Search; Direct; Refer (%)</td><td>Avg Visit Duration</td><td>Pages per Visit</td><td>Bounce Rate</td></tr></thead><tbody><tr><td>Commons</td><td>91.06 K</td><td>US: 80%; Australia:3%; Brazil: 3%</td><td>17%; 46%; 8%</td><td>00:53</td><td>1.87</td><td>65%</td></tr><tr><td>KlasCement</td><td>354.64 K</td><td>Belgium: 85%; Netherlands: 10%; Suriname: 1%</td><td>65%; 30%; 2%</td><td>04:40</td><td>8.40</td><td>40%</td></tr><tr><td>MERLOT</td><td>131.74 K</td><td>US: 31%; Philippines: 14%; Ghana: 5%</td><td>51%; 38%; 9%</td><td>01:48</td><td>2.02</td><td>68%</td></tr><tr><td>MIT OCW</td><td>4.23 M</td><td>US: 39%; India: 8%; Canada: 4%; UK: 4%</td><td>60%; 29%; 3%</td><td>02:44</td><td>3.69</td><td>57 %</td></tr><tr><td>OER Commons</td><td>178.63 K</td><td>US: 71%; Philippines: 6%; Canada: 2%</td><td>31%; 50%; 14%</td><td>02:59</td><td>3.12</td><td>57%</td></tr><tr><td>OpenLearn</td><td>2.56 M</td><td>UK: 39%; US: 14%; Philippines: 5%</td><td>65%; 28%; 4%</td><td>03:30</td><td>3.92</td><td>64%</td></tr><tr><td>OpenStax</td><td>4.39 M</td><td>US: 82%; Canada: 2%; Philippines: 2%</td><td>20%; 68%; 9%</td><td>05:18</td><td>3.53</td><td>49%</td></tr><tr><td>Open Textbook Library</td><td>545.71 K</td><td>US: 57%; Canada: 5%; Australia: 4%</td><td>45%; 33%; 20%</td><td>01:01</td><td>2.04</td><td>51%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0173117009-5">Results and discussion</hd> <p>Most ROER provide a mix of various educational resource types in multiple disciplines (subjects), educational levels, and languages as well as links to resources. However, a user looking for OER in a specific subject may be lost among all these different ROER. It would be useful if there were also specialised ROER for specific disciplines (subjects). Although there are some specialised ROER for languages (e.g. COERLL: https://<ulink href="http://www.coerll.utexas.edu/coerll/">www.coerll.utexas.edu/coerll/</ulink>) and mathematics (e.g. GeoGebra: https://<ulink href="http://www.geogebra.org/materials">www.geogebra.org/materials</ulink>) it would be interesting to also develop specialised ROER for all disciplines (subjects) at various educational levels. So, a teacher or learner interested in a specific subject and educational level could visit this ROER directly to find appropriate OER for his/her specific educational objective.</p> <p>Some Institutional ROER provide specific OER corresponding to courses taught at that university (Table 2). For example, MIT OCW provides open, full courses taught in English at MIT on many disciplines at undergraduate and graduate levels. Similarly, OpenLearn provides open, full courses and other OER in English taught at The Open University (UK) on many disciplines at undergraduate and graduate levels. Also, Open Textbook Library and OpenStax specialise in providing open textbooks.</p> <p>Almost all ROER provide facilities so that anyone can search them for OER and their members can interact, communicate, and collaborate among themselves. Although the numbers suggest (Table 3) that some of these ROER provide access to many resources, the reality is different. The data given by each ROER do not always correspond to the reality and many of these results are not useful. For example, a meta-search engine gave a much greater number of courses at an ROER than the number actually stored at that ROER. In another example, an ROER reported a number of 'courses' but not all of these 'courses' were full courses; a lecture, a chapter, or a presentation may have been counted as a full course. Most of these educational resources are bits and pieces of educational material and not autonomous and complete educational resources. OASIS and Commons seem to provide access to most educational resources (including links; Table 3). Among all the resources in each ROER, the percentage of courses ranges from 1.3% in Curriki to 39% in DOER (1.66% in OASIS, 8.6% in Merlot, 12% in OER World Map, 13.3% in Commons). Similarly, the percentage of textbooks ranges from 0.2% in Curriki to 8.4% in Merlot (0.6% in KlasCement, 0.6% in OASIS, 1.1% in OER World Map, 1.4% in Commons). In addition, not all of these courses are full courses. Many ROER have catalogued a lecture or a presentation as a course. Similarly, they have catalogued a book chapter as a textbook. All these problems originate from a lack of universally accepted standards to describe educational resources metadata as well as the arbitrariness of curators and authors when filling in these metadata.</p> <p>Furthermore, it is not clear how many of all these resources are really open. Only MIT OCW, OpenLearn, OpenStax, and Open Textbook Library state clearly that all of their OER have open licences (Table 4). Regarding the rest of the ROER, the results show that 64% of the resources have open licences in KlasCement, 41% in Merlot, 60% in OASIS and 7% in OER World Map. However, according to many (e.g. Open Textbook Library, ([<reflink idref="bib33" id="ref90">33</reflink>]); Wiley, [<reflink idref="bib46" id="ref91">46</reflink>]), licences with remixing (derivatives) restrictions are not considered OER. Therefore, many of these resources are not really OER. Regarding OER quality assurance, MIT OCW, OpenLearn, OpenStax, and Open Textbook Library state that almost all of their resources have been reviewed to ensure their quality standards (Table 4). In the rest of the ROER, the percentage of resources reviewed by peers and editors is 2% and 12% in Curriki, 5.9% and 4.7% in MERLOT, whilst in OASIS 0.2% of resources have been reviewed by peers. Therefore, it is clear that most resources in ROER have not been evaluated by anyone.</p> <p>The speed of a platform is extremely important in order to best serve its users. Users are not satisfied when they have to wait a long time for a page to load. However, none of these ROER provides a good speed (score above 90); most ROER provide poor speeds (scoring below 50; Table 4). The meta-search engines MOM and DOER have the best speeds, while Commons the lowest speed. Most ROER support mobile friendly design. However, Commons and MIT OCW have some issues. Recognising the importance of supporting users' mobility, MIT OCW plans to launch NextGen which will be a mobile-friendly platform (NextGen OCW, [<reflink idref="bib31" id="ref92">31</reflink>]). Regarding the ROERs' mobile friendly design, the usual problems are that the text is too small to read on a mobile device and clickable items are very close to each other. Finally, an indication of an ROER's accessibility is the number of accessibility errors on the first page. Commons, MOM, Merlot, and OASIS show no errors, while Curriki and MIT OCW show many errors.</p> <p>One way to promote the spread of OER for educational purposes is to develop users' communities. OER curators, authors, teachers and learners could participate in such communities communicating, collaborating and exchanging ideas, challenges, recommendations, solutions and OER. Indeed, most ROER support members' communities on their platforms as well as on social media (Table 5). An ROER could attract and keep engaging users in its social media groups, informing them of new developments on its platform and in open education in general. Also, its social media groups could promote its platform and innovations, attracting more users.</p> <p>Curriki, KlasCement, and MERLOT have hundreds of thousands of registered members. However, they only have a few hundred to a few thousand social media followers. MIT OCW seems to be the most successful with its social media. It presents its open lectures to almost 3 million registered users in its YouTube channel. It also has almost half a million followers of its Facebook presence. Similarly, OpenLearn has more than a quarter of a million registered users in YouTube and over 30000 Facebook followers.</p> <p>Thousands of websites recognise the importance of most of these ROER and point to them (Table 5). MIT is clearly considered the most reputable ROER and over 30000 websites point to it with almost 1 million links. Around 5 K to 7 K websites and 85 K to 220 K links point to each of OpenLearn, OER Commons, MERLOT, and Curriki. Fewer websites and links point to the rest of the ROER. Very few websites actually point to DOER and MOM.</p> <p>During the last 6 months, millions of visitors visited OpenStax (4.39 M), MIT OCW (4.23 M) and OpenLearn (2.56 M; Table 6). Also, several hundred visitors visited Open Textbook Library (545.71 K), KlasCement (354.64 K), OER Commons (178.63 K), and MERLOT (131.74 K). It is remarkable that although MERLOT has many registered users and many websites point to it, not that many visitors visit it. Overall, ROER have not achieved extraordinary success even during this period of schools' lockdown when OER are much needed. For example, although MIT OCW has a high reputation, its number of visits during the last 6 months is not remarkable (comparing, for example, to the 54.44 M visits to mit.edu and 55.21 M visits to harvard.edu).</p> <p>Most visitors to an ROER come from the country where it is located (Table 6). So, the percentage of U.S. visitors is 80% in Commons, 82% in OpenStax, 71% in OER Commons, 57% in Open Textbook Library, 39% in MIT OCW, and 31% in MERLOT. Thirty-nine per cent of visitors to OpenLearn come from the U.K. while 85% of visitors to KlasCement come from Belgium. It seems that visitors to MERLOT, MIT OCW, and OpenLearn come from all over the world. Visitors to most OER (KlasCement, MERLOT, MIT OCW, OpenLearn, Open Textbook Library) primarily come after visiting a search engine, while fewer ROER (Commons, OER Commons, OpenStax) see the majority of their visitors coming directly to them.</p> <p>On average, visitors visit 3.6 pages and spend 2.6 minutes per visit in an ROER. Clearly, users spend most time per visit in OpenStax and KlasCement (around 5 minutes). They spend around 3 minutes per visit in OpenLearn, MIT OCW, and OERCommons. The longer a visitor spends in an ROER may indicate that he/she has found useful resources to investigate. If he/she does not find anything useful then he/she will depart from the ROER. The bounce rate measures exactly this behaviour. The bounce rate is the percentage of visitors that leave the website after viewing just one page. Indeed, the bounce rate is low for OpenStax (49%) and KlasCement (40%). On the other hand, Common and MERLOT have the highest bounce rates (65% and 68%, respectively) and low average visit duration (53 seconds and less than 2 minutes, respectively).</p> <p>When a visitor stays a long time in an ROER, he/she may visit many pages. Visitors visit more than 8 pages per visit in KlasCement, and around 3 pages per visit in OpenLearn, MIT OCW, OpenStax, and OER Commons. They visit around 2 pages per visit in Commons and Open Textbook Library.</p> <hd id="AN0173117009-6">Conclusions, recommendations, limitations, and future research</hd> <p>OER are stored in ROER. Although there are thousands of ROER all over the world, little is known about their status and usage. This paper categorises various ROER types and investigates the quality, popularity, and usage of well-known ROER for teaching and learning. It explores these ROER using in-site extensive examination as well as web analytics tools such as Google Mobile-Friendly ([<reflink idref="bib14" id="ref93">14</reflink>]), Google PageSpeedInsights ([<reflink idref="bib15" id="ref94">15</reflink>]), OpenLinkProfiler ([<reflink idref="bib34" id="ref95">34</reflink>]), SimilarWeb ([<reflink idref="bib41" id="ref96">41</reflink>]), and WAVE Web Accessibility Evaluation Tool ([<reflink idref="bib44" id="ref97">44</reflink>]).</p> <p>Most of these ROER curate OER and links to OER of mixed types, multiple languages, multiple disciplines (subjects), and multiple educational levels. Also, almost all of them provide mobile friendly design, some form of OER quality evaluation, as well as facilities so that anyone can search them for OER and their members can interact, communicate, and collaborate among themselves. However, most of them provide poor speed and their information about their OER does not always correspond to the reality. Actually, many of their educational resources are not really OER. Most of these ROER have registered members and social media followers, and are well recognised by thousands of websites that point to them. Although thousands of visitors visit these ROER, the numbers of visitors are not impressive considering the worldwide population of educators and learners. On average, visitors visit 3.6 pages and spend 2.6 minutes per visit in an ROER.</p> <p>However, the reported numbers in this study should be taken as indicators and trends rather than absolute numbers since they change day-by-day. Furthermore, the numbers given from the website analysis tools should not be considered as 100% accurate. These numbers should be considered as estimates of where an ROER stands in comparison to other ROER.</p> <p>Administrators and managers of ROER should try to provide accurate search engine, mobile-friendly and accessible design, high-speed servers, educational resources that have clear open licences, and OER that have been evaluated by experts. They should clean the information about their curated OER or links pointing to OER since their ROER may contain inaccurate descriptions of their OER, duplicate OER, obsolete OER, broken and inaccurate links and many more problems. It is important to follow quality assurance procedures in all curation activities. Training the librarians, curators and authors would enable them to correctly fill in metadata information. Following universally accepted standards regarding ROER design and OER metadata would enable ROER interconnection and collaborative recommendations of OER to users.</p> <p>Future research may evaluate ROER using other quality parameters such as usability, interoperability, security, personalisation, etc. For example, the usability of ROER could be evaluated using appropriate methods and frameworks (e.g. System Usability Scale, Eye Tracking). Also, future research may investigate ROER in other languages (e.g. Chinese, Arabic, Spanish) although it would be useful for the whole ROER to be automatically translated in any language. Additionally, future research may further investigate specialised ROER that contain teaching and learning OER in specific disciplines (subjects) and educational levels as well as ROER that contain open data, open research (e.g. articles, dissertations) or open software.</p> <hd id="AN0173117009-7">Acknowledgments</hd> <p>This research has been partially supported by Erasmus+ project OPENLang Network 2018-1-ELO1-KA203-047967.</p> <hd id="AN0173117009-8">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0173117009-9"> <title> References </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> Abeywardena, I. S., Dhanarajan, G., & Chan, C. S. (2012). Searching and locating OER: Barriers to the wider adoption of OER for teaching in Asia. In Proceedings of the Regional Symposium on Open Educational Resources: An Asian Perspective on Policy and Practice, Penang, Malaysia. 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Retrieved January 5, 2021, from https://wave.webaim.org</bibtext> </blist> <blist> <bibtext> Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7 (4), 351 – 361. https://doi.org/10.5944/openpraxis.7.4.227</bibtext> </blist> <blist> <bibtext> Wiley, D. (2014). Defining the "Open" in Open Content and Open Educational Resources. Retrieved January 5, 2021, from https://opencontent.org/definition</bibtext> </blist> </ref> <aug> <p>By Maria Perifanou and Anastasios A. Economides</p> <p>Reported by Author; Author</p> <p></p> <p>Maria Perifanou is an adjunct lecturer at the Aristotle University of Thessaloniki and adjunct faculty member at the Hellenic Open University as well as a Senior Researcher at the Smart and Mobile Learning Environments (SMILE) Lab of the University of Macedonia in the field of CALL, OER, MOOC, and TEL. She is the Vice-President of European Association of Technology-Enhanced Learning (EA-TEL). She has collaborated with many European research institutions on more than 35 EU projects. She holds a Masters degree from Ca' Foscari, University of Venice, and a Ph.D. from the University of Athens. Her research interests include CALL, TEL, MOOCs, OERs, teacher training. She is the author of over 80 articles that have been published in peer-reviewed journals, conferences, and books. She is also a member of different European TEL research networks and communities and has also been awarded several international and national scholarships and fellowships for her research (by STELLAR, UNESCO, EATEL, GRnet).</p> <p>Anastasios A. Economides is a Professor at the University of Macedonia (UoM), Thessaloniki, Greece. He is the Director of SMILE (Smart and Mobile Interactive Learning Environments) lab at UoM. He holds an M.Sc. and a Ph.D. in Computer Engineering from the University of Southern California, Los Angeles. His research interests include personalised and collaborative learning and assessment; digital skills; online teaching and learning; user experience and acceptance of smart systems and service. He teaches courses (postgraduate, undergraduate and continuing education) on Educational Technology, Digital Marketing, Computer and Networking Technologies, Information Systems Applications in Economy and Business, etc. He has been the coordinator, principal investigator, scientific investigator in more than 10 projects and overall has participated in more than 30 projects. He has received over 7000 citations, h-index = 44, i10-index = 131</p> </aug> <nolink nlid="nl1" bibid="bib43" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib46" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib32" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib18" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib17" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib16" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib45" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib12" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib38" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib35" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib36" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib24" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib20" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib25" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib21" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib11" firstref="ref30"></nolink> <nolink nlid="nl19" bibid="bib19" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib29" firstref="ref35"></nolink> <nolink nlid="nl21" bibid="bib30" firstref="ref36"></nolink> <nolink nlid="nl22" bibid="bib40" firstref="ref39"></nolink> <nolink nlid="nl23" bibid="bib42" firstref="ref42"></nolink> <nolink nlid="nl24" bibid="bib22" firstref="ref44"></nolink> <nolink nlid="nl25" bibid="bib28" firstref="ref45"></nolink> <nolink nlid="nl26" bibid="bib10" firstref="ref52"></nolink> <nolink nlid="nl27" bibid="bib37" firstref="ref54"></nolink> <nolink nlid="nl28" bibid="bib23" firstref="ref62"></nolink> <nolink nlid="nl29" bibid="bib27" firstref="ref74"></nolink> <nolink nlid="nl30" bibid="bib39" firstref="ref77"></nolink> <nolink nlid="nl31" bibid="bib14" firstref="ref79"></nolink> <nolink nlid="nl32" bibid="bib15" firstref="ref80"></nolink> <nolink nlid="nl33" bibid="bib34" firstref="ref81"></nolink> <nolink nlid="nl34" bibid="bib41" firstref="ref82"></nolink> <nolink nlid="nl35" bibid="bib44" firstref="ref83"></nolink> <nolink nlid="nl36" bibid="bib33" firstref="ref90"></nolink> <nolink nlid="nl37" bibid="bib31" firstref="ref92"></nolink>
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  Data: Measuring Quality, Popularity, Demand and Usage of Repositories of Open Educational Resources (ROER): A Study on Thirteen Popular ROER
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  Data: <searchLink fieldCode="AR" term="%22Perifanou%2C+Maria%22">Perifanou, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Economides%2C+Anastasios+A%2E%22">Economides, Anastasios A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Open+Learning%22"><i>Open Learning</i></searchLink>. 2023 38(4):315-330.
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  Data: <searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+Assurance%22">Quality Assurance</searchLink>
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  Data: 10.1080/02680513.2022.2033114
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  Data: Open Educational Resources (OER) could be used by educators and learners for online teaching and learning. All over the world, various OER repositories and directories curate OER in various subjects. However, little is known about their quality, popularity and usage. This paper investigates and analyses qualitatively and quantitatively 13 well-known repositories of OER (ROER) from the users' point of view. The following web traffic analytics tools were used: Google MobileFriendly, Google PageSpeed Insights, OpenLink Profiler, SimilarWeb, and WAVE. Most of these ROER curate OER and links pointing to OER of multiple types, multiple languages, multiple disciplines (subjects), and multiple educational levels. Also, almost all of them provide mobile friendly design, some form of OER quality evaluation, and facilities so that anyone can search them for OER and their members can interact, communicate, and collaborate among themselves. However, most of them provide poor speed and their information about their OER does not always correspond to the reality. Most of these ROER have registered members and social media followers, and are well recognised by thousands of websites that point to them. Thousands of users visit these ROER. On average, visitors visit 3.6 pages and spend 2.6 minutes per visit in an ROER.
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        Value: 10.1080/02680513.2022.2033114
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        Type: general
      – SubjectFull: Open Educational Resources
        Type: general
      – SubjectFull: Use Studies
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Quality Assurance
        Type: general
    Titles:
      – TitleFull: Measuring Quality, Popularity, Demand and Usage of Repositories of Open Educational Resources (ROER): A Study on Thirteen Popular ROER
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Perifanou, Maria
      – PersonEntity:
          Name:
            NameFull: Economides, Anastasios A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0268-0513
            – Type: issn-electronic
              Value: 1469-9958
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Open Learning
              Type: main
ResultId 1