Affiliations: [a] Department for Information Science and Natural Language processing, University of Hildesheim, Hildesheim, Niedersachsen, Germany | [b] Departament de Biblioteconomia, Documentació i Comunicació Audiovisual and Centre de Recerca en Informació, Comunicació i Cultura, Universitat de Barcelona, Barcelona, Spain
Correspondence:
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Corresponding author: Lea Wöbbekind, Department for Information Science and Natural Language processing, University of Hildesheim, Hildesheim, Niedersachsen, Germany. E-mail: [email protected].
Abstract: Open educational resources (OER) and digital education (DE) have shown the ability to improve teaching and learning possibilities, particularly in light of unpredictably occurring events. Especially the COVID-19 pandemic revealed that universities were experiencing technological, socio-psychological, and didactic issues. In order to promote, enrich, and improve DE and OER for crises and beyond, this research article addresses specifically the target audiences of students and teachers in Library and Information Science (LIS) programs in Germany. A qualitative approach with interviews and focus groups was applied to identify, analyze and compare students’ and professors’ attitudes, experiences and problems in remote teaching and learning during a crisis. The results showed that LIS professors from our sample are experienced and innovative regarding the use of DE during a period of crisis. However, diverse obstacles for the use and production of OER for online education become visible. Students’ first difficulties with online learning could be resolved and show how quickly they were able to adjust to the new teaching environment. Both LIS professors and students recognize the advantages of employing DE and OER in higher education. They emphasize positive learning experiences based on flexibility when integrating DE and OER in LIS programs.
Keywords: Open educational resources, digital education, COVID-19, library and information science
