KUREKA at Open KUEnhancing Education through

Peer-to-peer Learning

Hikyoung Lee & Minja Kim

Center for Teaching and LearningKorea University

AROOC 2012

Korea UniversityLocated in South Korea

Established in 19052 campuses

22 colleges

3,798 faculty

37,099 undergrad students

10,046 graduate students

(As of 2012)

To explore the possibility ofutilizing student-generated OER creationas a learning method

Research purpose

KUREKA

• Korea University(KU) + eureka

• A program supporting students to generate and share OER

• Progress - Phase 1: late-2011 to mid-2012 - Phase 2: late-2012 to present

• 6 mini courses, 30 learning strategy videos

Based on the concepts of ‘learning by teaching’ and learning by UCC creation,

KUREKA houses open educa-tional content which supports the ‘learning by teaching’ con-cept and one particular form of UCC.

• Survey conducted to determine in-fluence of KUREKA in three domains

• Subjects: students participating in KUREKA production in phase I

Research Design

−Cognitive−Affective−Miscellaneous

Results - General

• Respondents: 12• Various majors

• How did the respondents produce OER?

- 83% by collaboration- Tasks divided in a group- Half involved in more than one task- 80% participated as a planner

Results – Cognitive Domain (1/2)

3.61 out of 5agreed that their cognitive skills had improved after KUREKA production

Results – Cognitive Domain (2/2)

Remembering

Analyzing

Understanding

Applying

Creating

Evaluating

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

Results – Affective Domain

Self-efficacy

Mastery goal motives

1 2 3 4 5

3.91 out of 5

agreed that KUREKA production en-hanced their affective domain

21st Century Skills

Communication

ICT

Collaboration

1 2 3 4 5

Results – Miscellaneous (1/2)

Results – Miscellaneous (2/2)

Awareness of

Sharing knowledge

OER/OCW

Copyright, CCL

1 2 3 4 5

Conclusions

• KUREKA production influences learn-ing in cognitive, affective, and other domains

• Among the subcategories of all do-mains, remembering (4.15) and evaluation (3.41) was most strongly influenced by KUREKA production

Recommenda-tionsfor future study• Analyzing more subjects for research

data

• Examining the influence of openness of student-generated OER on educa-tion

• Exploring the correlation of students’ roles and gains

Thank youขอบคุ�ณ

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