Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/106678
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dc.contributor.authorArul Chiben
dc.contributor.authorReidinar Juliane Wardoyoen
dc.date.accessioned2019-06-26T02:22:18Zen
dc.date.accessioned2019-12-06T22:16:07Z-
dc.date.available2019-06-26T02:22:18Zen
dc.date.available2019-12-06T22:16:07Z-
dc.date.issued2018en
dc.identifier.citationArul Chib, & Reidinar Juliane Wardoyo (2018). Differential OER impacts of formal and informal ICTs : employability of female migrant workers. The International Review of Research in Open and Distributed Learning, 19(3), 94-113. doi:10.19173/irrodl.v19i3.3538en
dc.identifier.issn1492-3831en
dc.identifier.urihttps://hdl.handle.net/10356/106678-
dc.identifier.urihttp://hdl.handle.net/10220/48935en
dc.description.abstractInformation and communication technologies aid marginalized groups in seeking social support, building proximate networks, and improving employment opportunities. However, one key factor that is understudied in the literature is the impact of open education resources (OER) on the employability of marginalized groups. This study focuses on open and distance learning in the context of low-income female migrant domestic workers as a marginalized community. Specifically, we assessed the differential effects of two types of communication: informal OER resources (e.g., social media, mobile calling, texting) and formal OER resources (e.g., classroom prescribed learning tools and lectures) on specific development outcomes of functional literacy and perceived employability. A survey was conducted amongst female migrant domestic workers (n=100) enrolled in the Indonesian Open University in Singapore. Results indicate that access to OER resources via computers in the formal context of institutional learning, when combined with employability awareness, had a significant influence on livelihood outcomes, i.e., perceived employability. However, this did not lead to actual improvements in learning – functional literacy. Instead, actual learning improvement was influenced by digitals skills enabled by mobile phones and computers. The study concludes with a discussion on the policy implications for digital skills training via mobile devices for marginalized populations to bolster the positive effects of OER on livelihood outcomes.en
dc.format.extent20 p.en
dc.language.isoenen
dc.relation.ispartofseriesThe International Review of Research in Open and Distributed Learningen
dc.rightsThis article has been reproduced from the International Review of Research in Open and Distributed Learning (IRRODL) Volume 19, Issue 3, using a Creative Commons Attribution International 4.0 licence. © 2018 Arul Chib & Reidinar Juliane Wardoyo.en
dc.subjectOpen and Distance Learningen
dc.subjectOpen Education Resourcesen
dc.subjectDRNTU::Social sciences::Communicationen
dc.titleDifferential OER impacts of formal and informal ICTs : employability of female migrant workersen
dc.typeJournal Articleen
dc.contributor.schoolWee Kim Wee School of Communication and Informationen
dc.identifier.doi10.19173/irrodl.v19i3.3538en
dc.description.versionPublished versionen
item.fulltextWith Fulltext-
item.grantfulltextopen-
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