Achieving Access and Equity in Global Distance Education Requires the Use of Oers Activities and Initiatives

Achieving Access and Equity in Global Distance Education Requires the Use of Oers Activities and Initiatives.
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Access and equity in the global distance education has become very important in the world f today. However, this cannot be achieved by the use of the open education resources. In this regard, the world comprises of many countries and therefore a number of languages are used by different countries. As a result, the exchange programs by universities in the different regions of the world might not be efficient because of the language barriers (Mtebe &Raisamo, 2014). This is evident because different states may speak different languages, for example, some countries may use English as the national language whereas others may use French. Therefore, this creates barriers in their communication. In addition, the gap between the level f development and the digital divide between countries might be a hindrance in attaining access and equity in global education through the OERs (Bossu, & Willems, 2012).
Constrained resources among some of the students may also pose a challenge to the equity and access to global education since some may lack computer knowledge which might be necessary in some cases. This bridges a wide gap between students with computer knowledge compared t those that lack the same knowledge hence equity cannot be achieved hence this limits the openness of the system (Amiel, 2013). Furthermore, the sustainability of the OERs might be challenging depending if the system is small or large, the provider and the interactions between the users as well. The issue of intellectual property rights is also a challenge and it has highly contributed to the slow growth of the OERs because it is very vital to verify the materials before they are published (Richter & McPherson, 2012). The quality in the materials used has been challenging since there are a variety of books and therefore it takes a lot of time in the verification of quality in the materials (Weiland, 2015).
References
Amiel, T. (2013). Identifying barriers to the remix of translated open educational resources. International Review of Research in Open and Distance Learning, 14(1)
Bossu, C., & Willems, J. (2012). Equity considerations for open educational resources in the glocalization of education. Distance Education, 33(2), 185. doi:10.1080/0...