Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

Abstract

Higher education and associated institutions are beginning to share teaching materials known as Open Educational Resources (OER) or open courseware across the globe. Their success depends largely on the willingness of academics at these institutions to add their teaching resources. In a survey of the literature on OER there are several articles that discuss reasons why academics should contribute teaching materials. There are fewer articles that refer to academics' concerns or why they choose not to contribute their teaching resources. There have been only a few reported empirical studies thus far, and most of the studies have not been framed within any particular theoretical perspective. Hence there is a need to explore possible theories that might help to conceptualise and explain what enables or constrains the open education movement. This study aims to ascertain whether Engeström's activity theory and its principle of contradictions is a sufficiently versatile and insightful lens to investigate non-participation of OER contribution. Activity theory was found to be useful for framing the literature and three interviews with University of Cape Town (UCT) academics and for surfacing some of the constraints in the system. The key concerns that emerged centred around the rules in the institution concerning promotion and what is valued by the institution. At present this institution places value on research and until value is placed on sharing teaching materials as OER, it is unlikely that there will be large-scale voluntary contribution to the UCT OpenContent directory.

Open Praxis vol. 11 issue 2

“…On that note, a number of researchers cite the lack of funding, inaccessibility and inadequate infrastructure to be common contraints for higher education institutions too, which hinder the promotion and sustainability of OERs (Anderson & McGreal 2012;Olcott, 2012a;Olcott 2012b;De Langen & Bitter-Rijkema, 2012;Cohen & Soffer, 2015;Sener, 2010;Joseph & Nath, 2013). Another significant problem associated with OER content creation at the tertiary level is the unavailability and resistance of academics in creating OERs due to time limitations, pedagogical concerns and peer influence (Cox, 2013). In such cases, higher education institutions investing in OERs could potentially benefit from researching and experimenting with user-generated OERs, with Pratham Books as a best practice model to overcome these problems.…”

Teachers’ Perceived Value, Motivations for and Adoption of Open Educational Resources in Animal and Food Sciences

“…Agency is an issue that has been underplayed in the activity theory but recent studies have indicated how agency emerges in interactions and that agency lies in the relationship between individuals rather than within the individual [44; 45]. Thus, agency in relation to OER adoption is of interest [26] and therefore we explore agency related to the creation, use and remix of OER.…”

“…Activity theory has recently been used in the analysis of sharing OER, but individual motivations need to be explored further [26]. This study aims to examine: 1) What are teachers´ values of OER and what are teachers´ motivations?…”

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

“…This stems from three key issues as identified in her study: pedagogical and quality concerns, as well as influence of colleagues. While academics within a faculty seem to share similar doubts on the purpose, necessity and quality of OERs, they also raise concerns on the additional work hours OER creation would entail and the unfavorable effect OERs could have on their traditional way of classroom teaching (Cox, 2013). The literature reports that primary school teachers have similar concerns.…”

“…The numerous Kanwar et al (2010), Knox (2013a;2013b), Cox (2013), Cox & Trotter (2016), and Wright & Reju (2012). Even though the results found are generally compatible with previous research, there are some areas where literature is scarce.…”