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| Autor/in | Tang, Hengtao |
|---|---|
| Titel | A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources |
| Quelle | In: International Review of Research in Open and Distributed Learning, 21 (2020) 3, S.211-229 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1492-3831 |
| Schlagwörter | Elementary School Teachers; Secondary School Teachers; Teaching Experience; Open Educational Resources; Barriers; Curriculum Implementation; Technology Integration; Teacher Attitudes |
| Abstract | Teachers in K-12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K-12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers' experiences with OEP. This research explains K-12 teachers' perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K-12 settings. The study also discusses the practical implications of integrating OER in K-12 curriculum. (As Provided). |
| Anmerkungen | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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