Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education

Baas, Marjon; Rijst, Roeland van der; Huizinga, Tjark; Berg, Ellen van den; Admiraal, Wilfried

doi:10.1016/j.iheduc.2022.100857

Cited by 26 publications

(16 citation statements)

References 47 publications

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“…How to promote teachers' experimentation and adoption of alternative types of OER to facilitate cognitivist or constructivist lesson plans is a potentially important research topic. In addition, as indicated in the previous section, the formation of communities for sharing, peer critique, and even co-construction of OER would be an important strategy to elevate the quality [52]. As China is a non-English-speaking country, teachers and students are hampered by the language barrier, and it is difficult to adapt quality OER in English on the Internet [53].…”

Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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Education stakeholders around the world have been promoting the use of open educational resources (OER) by K-12 teachers to improve the quality of classroom instruction. Prior research identified individual and contextual factors that influenced teachers’ use of OER yet ignored the factor of quality. The aim of this survey study was to investigate how three categories of factors (quality of OER, teacher-related factors, and school-related factors) influence teachers’ use of OER based on the framework of the integrative model of behavior prediction. Multiple regression analysis and structural equation modeling of survey data from 1398 Chinese teachers yielded unexpected findings that contradict the understanding of the issue as reported in the prior literature. That is, compared with the distal school-related factors, the distal OER-related factor is a stronger predictor of teachers’ use of OER. Among the proximal teacher-related factors, the effects of the two types of distal factors on teachers’ use of OER were positively mediated by their self-efficacy in using OER and negatively mediated by their intention to use and attitude toward using OER. This reflects how the salient features of the Chinese educational landscape may have distorted previously known factors conducive to teachers’ use of OER among scholars and practitioners worldwide. Recommendations for future improvement of teachers’ OER adoption in Chinese K-12 education are discussed.

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Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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“…Un ejemplo notable de esta integración se observa en las universidades de Salamanca y de Pittsburgh, las cuales han logrado dar identidad y visibilidad a sus REA a través de sus bibliotecas institucionales. Según Baas et al (2022), estos casos demuestran cómo la colaboración entre docentes y equipos profesionales puede fortalecer la capacidad para adaptar, combinar o crear REA, incluso contribuyendo a la creación de una imagen institucional asociada a los REA desarrollados por sus docentes y estudiantes.…”

Section: Discussionunclassified

Effective Strategies for Finding Open Educational Resources in High School

García Solano,

González Calleros,

Olmos Pineda

2023

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In the current digital environment, a wide variety of resources have emerged to support the teaching and learning processes. This research focuses on Open Educational Resources (OER), a technological innovation that, for its effective implementation within educational institutions, requires the active participation of teachers. The main objective of this research was to identify and solve some of the challenges faced by high school mathematics and physics teachers when incorporating OER into their teaching practice. To achieve this, an Open Educational Resources Workshop was designed and implemented. It was a qualitative research study that employs a Participatory-Action-Research methodology in which it was possible to identify repositories and platforms used by participating teachers. This process led to a change in the perception of the factor “Time to find, review, and select OER”. The research involved the participation of 20 teachers with experience in teaching mathematics and physics at the high school level, in both urban and regional contexts, with at least one year of experience. This work contributes to the knowledge about the incorporation of OER into high school teaching practice in a Mexican context. In addition, it allows the identification of variations in the 5R model, which provides a framework for the implementation of OER in similar educational contexts.

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“…Although this quality mark indicates a certain quality standard of a resource, the value of an OER still remains a personal assessment. To foster OER adoption, Baas et al (2022b) suggest that conversations on OER in teacher teams might be a promising method. We recommend communities to organize such conversations, in which we stress the importance to include the support of librarians and instructional designers.…”

Section: Value Creation To Inform Sustainable Practices Of Inter-inst...mentioning

confidence: 99%

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

et al. 2022

Self Cite

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The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

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Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education

Cited by 26 publications

References 47 publications

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Effective Strategies for Finding Open Educational Resources in High School

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

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