Adopting the GHOSHEH Model to Create Innovative Open Educational Resources Based on Rogers’ Process for Diffusion of Innovations

The current study aims to adopt a new model for creating innovative OERs. The model, called ‘GHOSHEH’, supports OERs through multiple learner-centered strategies with authentic assessments, and focuses on practice and reflection. The model is internally validated based on international experts’ revi...

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Bibliographic Details
Published in:Sustainability 2023-03, Vol.15 (6), p.5427
Main Authors: Ghosheh Wahbeh, Dua, Burgos, Daniel, Affouneh, Saida
Format: Article
Language:English
Subjects:
Attitudes
Constructivism
Content analysis
Diffusion
Educational innovations
Innovations
Instructional design
Learning
Literature reviews
Mixed methods research
Open educational resources
Problem solving
Public domain
Qualitative analysis
Questionnaires
Social networks
Students
Sustainability
Sustainable development
Teachers
Teaching
Technological change
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Summary:The current study aims to adopt a new model for creating innovative OERs. The model, called ‘GHOSHEH’, supports OERs through multiple learner-centered strategies with authentic assessments, and focuses on practice and reflection. The model is internally validated based on international experts’ reviews. Rogers’ process for diffusion of innovations is followed in order to introduce and adopt the GHOSHEH model based on a sample of 117 teachers and experts from different states in the Arab world, including Palestine, Jordan, Saudi Arabia, Oman, Kuwait, UAE, Iraq, and Yemen. Mixed methods research is used: qualitative data are collected from a descriptive case study, and quantitative data are collected from the responses of the participants to a questionnaire about adopting the GHOSHEH model. Results reveal that the model involves four main processes: The first is analysis of content and context. The second is implementing sequenced activities that promote reflection, problem solving, and collaboration. The third is a formative assessment followed by providing continuous feedback. The fourth is peer sharing of the created OERs. Moreover, results show that teachers and experts from different states in the Arab world overwhelmingly adopted the model, and there is evidence of the model’s advantages, simplicity, compatibility, trialability, and observability.
ISSN:2071-1050
2071-1050
DOI:10.3390/su15065427