Teachers' Adoption of Open Educational Resources in Higher Education

Autor/inn/en	Baas, Marjon; Admiraal, Wilfried; van den Berg, Ellen
Titel	Teachers' Adoption of Open Educational Resources in Higher Education
Quelle	In: Journal of Interactive Media in Education, 2019 (2019) 1, Artikel 9 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Higher Education; Open Educational Resources; Shared Resources and Services; Educational Technology; Technology Uses in Education; Foreign Countries; Teacher Attitudes; College Faculty; Knowledge Level; Technology Integration; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Gemeinwirtschaft; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Lehrerverhalten; Fakultät; Wissensbasis; Niederlande
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. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01