الملخص الإنجليزي
Implementing Quality Assurance (QA) in academic settings enhances
educational standards, which is crucial for program and institutional
accreditation. Accreditation agencies, such as the Oman Academic
Accreditation Authority (OAAA), have established evaluation criteria covering
the entire spectrum of higher education institutions (HEIs) activities, including
Open Educational Resources (OER). Over two decades, the evolution of open
educational resources (OER) has significantly impacted teaching and learning
globally. However, the use of OER, especially in online resources, often lacks
QA standards, impacting student learning objectives (SLOs) and overall
outcomes. This research investigated the perceptions of Al Buraimi University
College (BUC) instructors toward aligning OER with the established QA
criteria (Accuracy and Relevance, Production Quality, Accessibility,
Interactivity, and Licensing). The study also explored the interrelationships of
the five suggested QA criteria within BUC’s OER selection process, evaluating
the current OER selection process at BUC and identifying areas of improvement
and potential quality concerns, particularly in relation to the suggested QA
criteria.
The study followed a mixed methods research design that integrated
quantitative and qualitative data analytic procedures. A questionnaire was used
to collect the quantitative data, and documents utilized by BUC instructors were
analyzed to determine their alignment with QA standards. The sample consisted
of (n=55) instructors from different departments selected randomly from BUC.
The study findings showed that although BUC teachers agreed on matching
Open Educational Resources (OER) to the established Quality Assurance (QA)
criteria, they showed a lack of awareness and understanding of OER quality
standards when selecting OER. The analysis of OER through the adapted QA
framework identified strengths and drawbacks in meeting predetermined
standards. The study’s results suggested the necessity of a comprehensive
approach to OER implementation at BUC. The development of QA
frameworks, faculty training, resource design and selection, and continuing
support should all be prioritized in this strategy. Moreover, the study presented
further implications, recommendations, and suggestions for future research.
