Table 1 Number of higher education institutions (HEIs)
|
|
Total |
HEIs under Central Ministries & Agencies |
HEIs under Local Auth. |
Non-state/Private |
||||
|
Total |
HEIs under MOE |
HEIs under Other Central Agencies |
Total |
HEIs under MOE |
Run by Non-ed. Dept. |
|||
|
1．Institutions offering postgraduate programmes |
796 |
373 |
73 |
300 |
423 |
360 |
63 |
|
|
1.1 Regular HEIs |
481 |
98 |
73 |
25 |
383 |
359 |
24 |
|
|
1.2 Research Institutes |
315 |
275 |
|
275 |
40 |
1 |
39 |
|
|
2.Regular HEIs |
2305 |
111 |
73 |
38 |
1538 |
877 |
661 |
656 |
|
2.1 HEIs offering undergraduate programmes |
1090 |
106 |
73 |
33 |
614 |
543 |
71 |
370 |
|
2.2 Diploma colleges |
1215 |
5 |
|
5 |
924 |
334 |
590 |
286 |
|
2.2.1 Of which: Vocational-technical colleges |
1071 |
2 |
|
2 |
790 |
274 |
516 |
279 |
|
3.HEIs for Adults |
384 |
14 |
1 |
13 |
368 |
154 |
214 |
2 |
|
4.Non-state/Private HEIs |
812 |
|
|
|
|
|
|
812 |
Data source：http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s4960/201012/113595.html
4. Data Analysis
(1) Individuals’ use of digital resources
The individual's familiarity and usage of digital resources in teaching/research provides background for his or her usage of OER. The definition of digital resources in the scope of this paper is broad, and includes audio materials, photos, maps, text, manuscripts, charts, slides, graphs, video, reference materials, and other primary source materials. The following analysis is based on the 65 questionnaires from individuals with OER experience, and includes the channels through which they learned about digital resources, frequently used tools, factors influencing their use of digital resources, and the support they need to use digital resources. The results show that institutions play a significant role in the individuals' use of digital resources; the individuals have been equipped with the basic hardware support for publishing and using OER; free digital resources appeal to those who work at universities; they would like the process of using digital resources to be simplified; those who use digital resources at universities seek access to other related services including evaluation of digital resource quality, copyright license authorization, and training for students to find and identify digital resources.
Through which channels did the individuals learn about digital resources? Table 2 shows that the primary channels are technology departments at universities and colleagues. Secondary channels include recommendations by professional associations and students.
Table 2 How often do you learn about digital resources from each of the following?
|
|
All the time |
Often |
Sometimes |
Rarely |
Never |
Missing |
Response count |
|
Professional societies or discussion lists |
6.2%(4) |
18.5%(12) |
33.8%(22) |
18.5%(12) |
13.8%(9) |
9.2%(6) |
59 |
|
Recommendation from campus librarian |
3.1%(2) |
12.3%(8) |
23.1%(15) |
38.5%(25) |
13.8%(9) |
9.2%(6) |
59 |
|
Recommendation from colleagues |
6.2%(4) |
47.7%(31) |
33.8%(22) |
4.6%(3) |
3.1%(2) |
4.6%(3) |
62 |
|
Recommendation from students |
3.1%(2) |
23.1%(15) |
41.5%(27) |
16.9%(11) |
6.2%(4) |
9.2%(6) |
59 |
|
Campus department devoted to instructional technology |
13.8%(9) |
44.6%(29) |
26.2%(17) |
4.6%(3) |
6.2%(4) |
4.6%(3) |
62 |
Table 3 shows the frequency of individual usage of personal computers, the Internet, email, and presentation software.
Table3 How often do you use each of the tools listed below?
|
|
All the time |
Often |
Sometimes |
Rarely |
Never |
Missing |
Response count |
|
Personal computer |
87.7%(57) |
9.2%(6) |
0.0%(0) |
0.0%(0) |
1.5%(1) |
1.5%(1) |
64 |
|
Internet |
83.1%(54) |
13.8%(9) |
0.0%(0) |
0.0%(0) |
1.5%(1) |
1.5%(1) |
64 |
|
|
80.0%(52) |
15.4%(10) |
1.5%(1) |
0.0%(0) |
1.5%(1) |
1.5%(1) |
64 |
|
Presentation Software (e.g., PowerPoint) |
64.6%(42) |
26.2%(17) |
1.5%(1) |
1.5%(1) |
3.1%(2) |
3.1%(2) |
63 |
|
Online library catalog |
30.8%(20) |
40.0%(26) |
15.4%(10) |
4.6%(3) |
4.6%(3) |
4.6%(3) |
62 |
|
Traditional library card catalog |
1.5%(1) |
13.8%(9) |
26.2%(17) |
30.8%(20) |
18.5%(12) |
9.2%(6) |
59 |
|
Abstract and index databases |
33.8%(22) |
24.6%(16) |
18.5%(12) |
7.7%(5) |
9.2%(6) |
6.2%(4) |
61 |
Certain factors may restrict an individual’s use of digital resources. 87.6% of respondents reported that whether the resource is free or not would influence their use; 66.1% reported that whether the resource requires registration or a password would influence their use. See Table 4.
Table 4 How strongly do you agree or disagree with the following statements?
|
|
Strongly agree |
Somewhat agree |
Somewhat disagree |
Strongly disagree |
Missing |
Response count |
|
My use of digital resources depends on whether they are available to me for free. |
33.8%(22) |
53.8%(35) |
3.1%(2) |
6.2%(4) |
3.1%(2) |
63 |
|
My use of digital resources depends on whether they require registration or a password. |
16.9%(11) |
49.2%(32) |
26.2%(17) |
3.1%(2) |
4.6%(3) |
62 |
The individuals reported that in the course of teaching, support in the following areas was very important: finding and obtaining reliable digital resources; evaluating the appropriateness of resources; interpreting copyright laws or securing copyright authorization; digitizing existing resources; gathering, organizing, and maintaining digital resources; training students to find or evaluate digital resources; obtaining or setting up technical infrastructure. See Table 5.