Teachers’ Adoption of Open Educational Resources in Higher Education

Abstract

Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers' personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used 'as-is' or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.

Integration of Open Educational Resources in Higher and General Education Institutions: from the Perspectives of Specialized and Concerned Bodies in E-Learning

“…Also, the results did not indicate the existence of any existing partnerships between higher and general education institutions in the field of open educational resources, which is consistent with a study of (Al-Enezi, 2016) that indicated the absence of integration between general and higher education institutions according to the dimensions of communication, coordination and exchange that works to increase productivity.These results confirm the current study indicates that there is a common workspace which prepared for serious and integrated work between general and higher education institutions in order to improve the outputs of those institutions and achieve their efficiency. This study is looking for the best way to achieve the desired integration between higher and general education institutions, which is consistent with the results of the study of (Baas, et al, 2019) that emphasized the need to support open educational resources and the creation of national and institutional teacher communities.…”

“…Many studies on OER reported their significant impact on education, improving its quality and efficiency in providing the educational resources to students, and economy that makes OER the preferable option for many educational institutions (Delgado, Delgado, Hilton, 2019;Vojtech and Grissett, 2017;Mosharraf and Taghiyareh, 2016). Globally, Baas, Admiraal, and van den Berg (2019) argued that OER have full capacity to cause positive change to higher education. However, adoption is still limited.…”

Designing Open Informational Ecosystems on the Concept of Open Educational Resources

“…The creation of materials covers different types, with elements for understanding (tutorials) and for practice being most common (McKerlich, Ives, & McGreal, 2013). While images, video and online textbooks are mainly taken from the Internet, materials like presentations, examination materials, portfolios and course modules are self-created or reused by colleagues (Baas, Admiraal, & van den Berg, 2019).…”

Disposition des enseignants marocains à l’adoption des ressources éducatives libres : État des lieux et perspectives

“…[13] ; [18] ; [17] Raisons intrinsèques liées aux valeurs et convictions des enseignants (préférence pour créer ses propres ressources, crainte du mésusage).…”