Open Educational Resources in German Higher Education – An International Perspective

Abstract

The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.

Online Infrastructures for Open Educational Resources

“…Many of the ROER from Europe are institutional, especially based on HE institutions. Also, it is characteristic that some countries include province-or statebased infrastructures; this is the case for Germany (Marín et al 2020b). Some national infrastructures have expanded their influence within and even beyond Europe.…”

Embracing the Promise of Open Educational Resources: Faculty Insights and Implications in Higher Education

“…Since the introduction of Open Educational Resources (OER) in 2002 by UNESCO, it has gained increasing attention among academia, especially in higher education (Hodgkinson-Williams & Arinto, 2017). The value and signi cance of OER have been further recognized and appreciated, particularly during the Covid-19 pandemic, as it provides a viable solution for overcoming limitations in accessing traditional education (Contrada & Good-Schiff, 2021;Marín et al, 2020). Van Allen and Katz (2020) propose that "increasing the use of OER, which are globally available, may help to lessen these disparities and work to close the achievement gap not only in today's collective crisis but also beyond the pandemic" (p. 210).…”

“…Further, the emergence of OER, particularly in higher education is driven by the widespread use of technology and the availability of internet access (Abri & Dabbagh, 2018). This trend has gained momentum as educators and institutions recognize the potential of OER to revolutionize teaching and learning (Marín et al, 2020).…”

“…While OER holds promise in breaking down barriers, enhancing student achievement, and promoting innovative teaching practices, current research suggests that the full implementation of OER in higher education has not been realized (Abri & Dabbagh, 2018;Hoosen & Butcher, 2019;Marín et al, 2020;Otto, 2021). "Recognizing the value of OER for students; learning more about the faculty experience is one of the key elements in expanding the reach of OER to encourage more faculty adoptions and consequently expanding OER impact" (Lantrip & Ray, 2021: 897).…”

“…Institutions and educators should continue to promote and support the use of OER while addressing concerns related to timeliness, licensing, and ease of modi cation to enhance faculty con dence and engagement(Lantrip & Ray, 2021;Marín et al, 2020;Spilovoy et al, 2020) The results demonstrate faculty members' active involvement with OER across different formats, indicating their readiness to explore and leverage the potential of OER in their teaching practices. Faculty members are receptive to incorporating various types of OER into their instructional approaches, aligning with the exible and adaptable nature of OER resources (e.g.,Lantrip & Ray, 2021; Marín et al, 2022;Spilovoy et al, 2020).…”