National strategies for OER and MOOCs From 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA

Nilgün Özdamar Keskin, Apostolos Koutropoulos, Inge de Waard, David Metcalf, Michael Gallagher, Yayoi Anzai, Köksal Buyuk

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

A global agenda (Education 2030 Incheon Declaration and Framework for Action) published in September 2015 by UNESCO provides a roadmap for the next 15 years for education planners and practitioners. The main goal of the agenda is recognized as “ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all”. The Member States develop policies and programs for the provision of quality for open and distance education with sustainable financial and legal framework and use of technology, including the Internet, open educational resources, massive open online courses (MOOCs) and other modalities to improve access in order to reach this goal by 2030. Institutions have realized the full potential of OER and MOOCs and started to develop their own policies with regard to teaching, learning and research resources in the public domain. In this regard, the purpose of this study is to examine national strategies on OER and MOOCs in the leading countries such as USA, UK, Canada, Japan, South Korea, and Turkey.
Original languageEnglish
Title of host publicationAdministrative Leadership in Open and Distance Learning Programs
EditorsKoksal Buyuk, Aras Bozkurt
PublisherIGI Global
Pages188-212
Number of pages25
ISBN (Electronic)9781522526469
ISBN (Print)9781522526452
DOIs
Publication statusPublished - 1 Jun 2017

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