A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

Tang, Hengtao

doi:10.19173/irrodl.v21i3.4750

Cited by 23 publications

(29 citation statements)

References 23 publications

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“…comprehensiveness and relevancy of the OER contents are students' major concerns (Tang, 2020). Some OER providers have established self-regulatory guidelines or measures for assuring quality of the contents before publishing on the Internet.…”

Section: Concerns About the Shortcomings Of Oermentioning

confidence: 99%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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This paper reports a study on the perceived usefulness of university students on open educational resources (OER) in relation to the switch of learning mode to online learning during the COVID-19 pandemic. The participants involved two groups of students, one studying in a face-to-face mode and the other in a distance learning mode. They took part in a survey which was conducted in 2019 before the pandemic (with a total of 912 responses) and 2021 during the pandemic (with a total of 1,018 responses). The results show that both groups of students generally perceived OER to be more useful during the pandemic. The specific types of OER which were perceived as relatively more useful include open online courses and open access textbooks. Face-to-face students showed a higher level of perceived usefulness of OER for preparing tests and examinations, while distance learning students perceived OER as more useful for supplementing course materials. They both concerned about the limitations of OER, especially on accuracy and comprehensiveness. The findings suggest the importance of recognizing the diverse needs of the two groups of students and offering appropriate OER support for them.

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Section: Concerns About the Shortcomings Of Oermentioning

confidence: 99%

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Cheung

Wong²,

2023

Front. Psychol.

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“…K-12 teachers also met challenges in using OER (Tang, 2020;Tang & Bao, 2021). First, many K-12 teachers lack the necessary level of awareness about OER to understand how they might use it in their teaching (de los Arcos et al, 2016).…”

Section: K-12 Teachers' Perception Of Oermentioning

confidence: 99%

Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry

Tang

Lin²,

Qian

2021

Education Tech Research Dev

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Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remix, and redistribute high-quality educational resources at no costs, can be a viable option for teachers. However, the acceptance of OER in K-12 education still remains low. Effective strategies are needed to reinforce teacher intention to adopt OER. This research showcased a two-phase sequential explanatory mixed method inquiry to investigate whether engaging K-12 teachers in open educational practices (OEP)—such as renewable assignments—increased their acceptance of OER. The quantitative phase, referring to the technology acceptance model (TAM), examined the change in factors influencing teachers’ acceptance of OER. The qualitative phase was followed up to provide supplementary perspectives of the quantitative findings. By integrating complementary findings, this research found that OEP increased teachers’ perceived ease of and self-efficacy towards using OER. Although teachers’ intention of implementing OER is not significantly improved, qualitative findings offered additional insights into the benefits of OEP in promoting OER usage and the recommended directions for future effort. Practical implications on improving teachers’ acceptance of OER in K-12 curriculum are discussed at the end.

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“…Specifically, time constraints make full-time employees less likely to earn high grades in MOOCs (Cisel, 2014) or to complete them (Morris et al, 2015) than learners without a job (e.g., who are unemployed, retired and/or students). Existing concerns about employed professionals' learner performance seemingly undermine MOOCs' potential in reinforcing professional development and accreditation (Cisel, 2014;Morris et al, 2015;Tang, 2020). Ascertaining how learners' employment status constrains their engagement and performance in MOOCs thus has significant potential to improve the effectiveness of MOOCs as professional certificate and degree programs.…”

Section: Concerns About Employed Professionals' Participation In Moocsmentioning

confidence: 99%

Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

Tang

Xing

2021

AJET

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Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over time. Understanding employed professionals’ trajectory of participation patterns across course time is thus essential to improving the effectiveness of MOOCs. This study investigated the log data of learner participation to explore how attrition occurs in a professional MOOC, focusing on whether students’ employment status was associated with learner participation. The results revealed learners’ longitudinal participation patterns and confirmed the impact of sustained engagement on course performance. The study also found that employed learners were more likely than their peers without jobs to become cramming learners with initially infrequent engagement in a course but investing intensive time at the end for certificates. We discuss practical implications for designing and facilitating large-scale professional degree and certificate programs in higher education institutions. Implications for practice or policy: Educators can apply MOOCs with a lower weekly workload and a slower pace to support employees’ professional development. Educators should develop professional learners’ interests in the course topic to avoid only cramming for the course certificates. Educators may consider longitudinal patterns of learner participation when assessing learner performance.

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A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

Cited by 23 publications

References 23 publications

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Perceived usefulness of open educational resources: Impact of switching to online learning for face-to-face and distance learners

Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices: A Mixed Methods Inquiry

Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

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