Open Educational Resources Adoption Research Articles

An Overview of Arabic Language Open Educational Resources (OER) for Primary and Secondary Education and Their Use in Offline Environments

Open educational resource (OER) initiatives have opened new avenues for educational opportunities, yet OER adoption levels globally remain low. Two significant obstacles to more widespread adoption of OER are the challenge of internet connectivity that nearly half the world’s population still faces, and the lack of locally-relevant (e.g. in terms of language and curricula) OER resources. This article’s contribution is twofold. First, it presents a qualitative landscape analysis of existing primary- and secondary-level Arabic-language digital OERs and of the initiatives that provide these resources. Second, it details applied research via a case study, wherein appropriate resources identified in the analysis were subsequently curated for inclusion in an offline digital library currently being used in schools in Northeast Syria that offers all Open resources. Results from the landscape analysis indicate a limited quantity of Arabic-language OER content available for primary and secondary education. Furthermore, multiple challenges hinder the adoption of OER in resource-constrained settings. Accordingly, recommendations are made that could help to improve these resources' ability to be used, particularly drawing from the article’s applied case study for examples. Given the case study’s application of providing locally-relevant OER resources in an offline setting, this article provides a real-world example of furthering open e-learning, despite infrastructural, linguistic, and socio-political challenges. As such, it advances research supporting innovative e-learning practice, and should be of interest for scholars and practitioners interested in furthering the adoption of open e-learning in low-resource settings globally.

Injustices of Shadow Information Technology in Creating Open Educational Resources

The emergence of open educational resources (OER) promotes open access which aims to widen information access as part of smart learning in higher education institutions. However, this has caused these institutions to rely on shadow information technology (SIT) for information access and service delivery, to the point where shadow IT principles contradict open education principles. When adopting and developing OER, academics, developers, and students often opt for different software or system software based on the usability and preferences of the system. Higher education institutions (HEIs), such as the University of South Africa (UNISA), are still conscious of the IT policy in terms of the appropriation of prescribed information and communication technology (ICT). However, this institution advocates for the adoption and development of OER, and social injustices when appropriating shadow IT are not yet addressed. To investigate the challenges and injustices encountered by academics in the utilization of shadow IT when creating OER, this study opted for a qualitative research approach. The data source was academics responsible for tuition and research. For data triangulation purposes, documents such as ICT policy, tuition policy, and comprehensive open distance e-learning (CODeL) policy were considered. To propose a model, this study utilized various concepts from different theories such as "structure", which refers to the rules and resources that actors rely on in their practice and form the systems' pattern; the "used technology", which describes how user groups utilize existing technology; and the negative impacts of shadow IT (cost, risk, inconsistency, and control). The study established that, while creating OER, academics rely primarily on shadow IT which has negative impacts in an organization. This is an indication of academic stakeholders continuing to break the shadow IT roles, consciously or unsuspectingly, by being innovative while complying with the institutional mandate of open access in education. In addition to the suggestion of a shadow IT injustices model as the main contribution, this study further proposed that the institutional social capital needs to articulate social injustices associated with shadow IT to protect academics during the creation of OER. This implies that future research may examine the shadow IT injustices among all other twenty-six public universities in South Africa.

Embracing the Promise of Open Educational Resources: Faculty Insights and Implications in Higher Education

This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. A random sample of faculty members from the University of Jeddah in Saudi Arabia was recruited (n = 139). Using descriptive and MANOVA tests, the findings highlight a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER.

Adoption of Open Educational Resources to Transform Postgraduate Studies and Practices

The purpose of this article is to present the unique challenges faced by postgraduate students, which require specific practices to ensure study completion. Narrative inquiry was used as a methodological framework to uncover current realities within postgraduate studies and practices for previously disadvantaged students in South Africa. Arguments were tabled based on first-hand experiences among the two postgraduate students and their supervisor. The two postgraduate students narrated personalised learning in this article at different levels of study. The research project resulted in the designing of personalised learning strategies, using the open educational practice (PLUOEP) model, where each student discussed open educational resources (OERs). This model enabled both students to take control of their learning by setting their own goals, making choices about their learning activities, and reflecting on their progress. In this study, the level of autonomy and agency allowed students to develop a positive mindset and belief in their ability to succeed. This article discusses how students’ individual beliefs and expectations about themselves influenced their behaviour and ultimately led to the realisation of concrete beliefs and expectations. The lessons from this study described how learning was owned by two postgraduate students who tailored their learning to their individual needs and interests. The study found that there is a lack of knowledge and understanding of OER. The study proposes training and workshops for postgraduate students. Students confirmed the sense of ownership and empowerment in their studies and practices. The study recommends adopting OER in the transformation of postgraduate studies and practices as having a “potential” to decolonise teaching and learning.

ICT Tools for Open Educational Resources Used in an Open Distance E-learning Institution in the Fourth Industrial Revolution Era

Open educational resources (OER) are gaining popularity in higher education spaces and more attention in open distance e-learning (ODeL) institutions as they are gradually substituting printed prescribed textbooks in the teaching and learning space. The adoption and development of OER have been researched; however, the roles of knowledge management tools in storing and disseminating the resources are not well articulated. This research explores the use of knowledge management tools in an ODeL learning context. ODeL institutions use knowledge management tools and a host of other information and communication technologies (ICT) to deliver and facilitate synchronous and asynchronous learning and bridge transactional distance. Therefore, this study employed a qualitative approach to investigate ways in which lecturers use knowledge management tools to embrace and create OER. A case study approach was used at one ODeL institution. The knowledge management cycle (KMC) was chosen as the theoretical framework of the study. The key finding demonstrates that lecturers utilised a wide range of ICT tools for the storage, collection, and dissemination of OER as part of knowledge production. The study proposes the extension of the KMC from three cycles to four where “system” is added. There is a significant need for policy, impact, and the matrix to be covered under the system cycle. The study recommends that scholars who are investigating any IT artefact opt for an extended KMC where impact and user metrics will be evaluated, as this will enhance academic support.

Promotion Of Open Educational Resources (OER) Utilization Among Academic Staff In Chinese Higher Education Institutions

This investigation explores the adoption of Open Educational Resources (OER) by educators, framed against the backdrop of advancing educational equity, a key objective of Sustainable Development Goal 4 (SDG4). Amidst the digital era's transformative impact on education, this study seeks to identify the determinants that influence educators' willingness to embrace OER, drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Theory of Planned Behavior (TPB) for theoretical grounding. Adopting a quantitative approach, this study analyzes 487 valid questionnaires among Chinese private higher education institutions. Structural Equation Modeling (SEM) was employed to assess the interplay between performance expectancy, effort expectancy, social influence, facilitating conditions, attitude toward the behavior, perceived behavioral control, and their effects on educators' behavioral intention and actual usage of OER. The findings underscore the critical influence of performance expectancy, effort expectancy, social influence, and facilitating conditions on educators' intentions towards OER adoption. Additionally, the study highlights the mediating role of behavioral intention in the transition from attitudinal factors to the actual application of OER, emphasizing the centrality of educators' intentions in the adoption process. By synthesizing UTAUT and TPB within the OER context, this research enriches the scholarly understanding of technology acceptance models in education. It provides valuable implications for educational policymakers, institutions, and technology developers aiming to promote OER adoption, thereby contributing to the broader goal of achieving educational equity in the digital landscape.

Utilisation of Open Educational Resources by Academics and Students among Nursing College in Siliguri Subdivision

This study investigates the perspectives and utilization of Open Educational Resources (OER) among faculty members and students in five nursing colleges located in Siliguri sub-division. With a total sample population of 250, the research delves into the factors influencing OER adoption at macro, meso, and micro levels. Institutional policies, quality measures, licensing issues, and micro-level factors such as perceived usefulness and ease of use are analyzed. Additionally, the benefits of OER for academics, challenges in student efficacy, and pedagogical integration are explored. Recommendations are provided to maximize OER utilization through awareness promotion, professional development, and addressing adoption challenges, ultimately enhancing the quality and accessibility of education.

3D open educational resources and emergent pedagogy in university training in health sciences. The affordances and pedagogies of creativity

Introduction: UNESCO defines Open Educational Resources (OER) as freely accessible and adaptable educational materials, whose integration in education, especially in post-pandemic times and in the digital era, has been limited, despite the efforts of institutions such as the Facultad de Estudios Superiores Zaragoza to promote their use in hybrid and flexible teaching modalities. This study analyzes the transformation of higher education in the context of the COVID-19 pandemic, focusing on the integration and impact of Open Educational Resources (OER) and Information and Communication Technologies (ICT). Methods: a literature review and analysis of current educational practices in universities was conducted, with special attention to the adoption of OER and the use of hybrid and digital teaching methodologies. Results: the results indicate that, despite the accessibility and adaptability of OER, their adoption in university education has not been extensive, mainly attributed to lack of knowledge about their use and potential. The pandemic has accelerated the need to adapt pedagogical strategies, highlighting the importance of interaction and collaboration in learning. Maker pedagogy and 3D printing are identified as valuable tools to improve understanding and practical skills, especially in the health sciences. Conclusion: the study concludes that post-pandemic education requires an adaptive, interactive and technologically integrated approach, promoting continuous learning and adaptation to changing cultural and cognitive practices. It underscores the need to democratize design and manufacturing technologies and to foster collaborative and participatory learning communities through OER

Student perceptions of open educational resource textbooks and their impact on perceptions of the instructor, learning, and out-of-classroom communication

College textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms.

Adoption and development of OERs and practices for self-directed learning: A South African perspective

The use of open educational resources (OERs) within the broader context of open educational practices (OEPs) has many advantages, including the potential to result in self-directed learning, as students take responsibility for their learning. However, despite their vast potential, the promise of OERs has not yet translated into concrete and tangible OER adoption and development in the Global South, and specifically in South Africa. It also seems that the flow of OERs is mostly in one direction, namely from developed to developing country contexts. The purpose of this article is to determine what the literature reveals regarding OER adoption and development in South Africa. Within an interpretivist paradigm and a qualitative approach, we used an integrative literature review to collect data. Two large databases were consulted, and after applying the chosen inclusion and exclusion criteria, six relevant texts were found and discussed. The findings reveal that limited research is available. Furthermore, it became clear that OER planning, adoption and development is a process, and that collaboration and institutional support and leadership play important roles in the state of OER adoption, development and projects. The literature also revealed that despite the benefits of using OERs, there are stumbling blocks to adopting and using OERs in South Africa. Based on the findings, it is suggested that OERs for self-directed learning should advance and develop teaching and learning, by supporting flexibility and openness of learning resources. Lastly, to grow the use of OERs, with specific reference to South Africa, ongoing research on the state of OER adoption and development is needed.

Adopting Open Educational Resources as an Equity Strategy.

Social determinants of learning (SDOL) impact students' abilities to successfully complete their courses. An economic barrier for vulnerable students is the skyrocketing cost of textbooks. An innovative strategy to promote equity in educational delivery is the adoption of open educational resources (OER). The Open Resources for Nursing (Open RN) project published five OER textbooks with input from over 65 contributors and 300 reviewers. Open RN textbooks have received widespread national and international usage. Analysis of student outcomes indicates similar successful course completion rates by all students in OER course sections and increased rates of successful course completion by non-White students.

Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius

There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers’ adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers’ intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.

Open Educational Resources (OERs) at European Higher Education Institutions in the Field of Library and Information Science during COVID-19 Pandemic

The purpose of this study is to map the practices regarding open educational resources’ (OERs) development and implementation at European higher education institutions (HEIs) in the field of library and information science (LIS) during the COVID-19 pandemic and to identify the challenges and obstacles to their full and optimal utilization, both during crisis situations and beyond. A systematic literature review and questionnaire-based survey yielded results from 56 European LIS schools/departments (n = 56). Statistical analysis was performed using the R programming language, and descriptive statistics were used to quantify the data sets. The results have shown that the COVID-19 pandemic served as an impetus for the adoption of OERs, particularly in the context of digital education (DE) and remote learning. However, there is still a lack of awareness of the many benefits and opportunities they provide to higher education, as evidenced by the fact than less than half LIS schools/departments used OERs. Certain issues were identified, such as the lack of institutional policies regarding OERs, inadequate peer-review of OERs, and, in most cases, the absence of monitoring and evaluation practices for OERs. The results and insights from this study can be used to improve all aspects of OERs’ implementation and thus accelerate their adoption, both with regard to LIS schools/departments and other fields. Further research into the topic through interviews and focus groups should provide a deeper understanding of opportunities, challenges and practices surrounding the adoption of OERs in the field of LIS education.

RESEARCH ON EFL STUDENTS’ AWARENESS AND PERCEPTIONS TOWARDS THE UTILIZATION OF OPEN EDUCATIONAL RESOURCES IN VIETNAM

The adoption of Open Educational Resources (OER) in higher education has been extensively studied worldwide, but there is a lack of research on OER awareness and usage among university students in Vietnam. This study used both quantitative and qualitative approaches to investigate students' awareness of OER and their perceived benefits and challenges when using OER materials. Participants were students in the English Language Teaching Program at UD-UFLS, who were randomly selected to participate in semi-structured interviews through focus groups. The study collected data from 80 questionnaire responses and interview transcripts. Marcus's Theory of Technology Adoption provided a framework for the investigation of OER use. The study identified several benefits of OER utilization, including increased access to materials, cost-effectiveness, flexibility, and autonomy in learning. However, limited knowledge of OER and a lack of support from faculty were identified as barriers to the use of OER among students at UD-UFLS. The results of this study can inform stakeholders about the potential benefits of OER and encourage the promotion of OER in higher education institutions in Vietnam, including UD-UFLS.

The use of Open Educational Resources in Ukraine: unleashing the potential for knowledge democratization and lifelong learning

Purpose. The purpose of this article is to investigate the current state of Open Educational Resources (OER) adoption in Ukraine, identifying the challenges, opportunities, and its potential impact on the nation’s educational landscape. Furthermore, the study aims to contribute to the broader understanding of OER implementation in transitioning countries and underscore the role of OER in promoting knowledge democratization, fostering innovation, and enhancing critical thinking and digital literacy skills among learners.
 Results. The investigation revealed that Ukraine has made significant strides in adopting OER, primarily driven by government initiatives, international partnerships, and growing awareness among educators and institutions. However, the implementation of OER is still uneven, with marked disparities in access and usage between urban and rural areas, as well as among various educational levels and disciplines. One notable finding is the positive impact of OER on students’ learning experiences, with improved engagement, critical thinking, and digital literacy skills reported across diverse settings. Additionally, the investigation highlighted the importance of ongoing professional development for educators to effectively integrate OER into their teaching practices and curricula. Despite these advancements, challenges persist, such as a lack of quality control mechanisms, limited digital infrastructure, and language barriers, which hinder the broader adoption of OER in Ukraine. The study concludes by emphasizing the need for continued investment in digital infrastructure, capacity building, and policy support to harness the full potential of OER in democratizing knowledge and fostering lifelong learning in the country.
 Scientific novelty. The scientific novelty of this investigation lies in its comprehensive analysis of OER adoption within the unique context of Ukraine, a transitioning country grappling with various political, social, and economic challenges. By examining the interplay of governmental policies, institutional involvement, educators’ perspectives, and students’ experiences, this study offers a holistic understanding of the OER ecosystem in the country. Additionally, the research contributes to the broader discourse on OER implementation in transitioning countries, highlighting the transformative potential of OER in democratizing knowledge and fostering skill development in such contexts.
 Practical value. The practical value of this investigation stems from its potential to inform policymakers, educators, and institutions in Ukraine about the current state of OER adoption and the existing challenges, enabling them to make informed decisions and develop targeted strategies for effective OER integration. By identifying opportunities and best practices, this study can serve as a roadmap for expanding access to quality education and bridging the gap between urban and rural learners. Furthermore, the insights gained from this research can be applied to other transitioning countries, encouraging the adoption of OER to enhance educational systems and promote lifelong learning on a global scale.

Open educational resources: Evaluation of students' intention to use and motivation to create

AbstractThe advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the academic institutions. Several exploratory attentions have been given to educators’ adoption of OER, but little or none exists on university students’ intention to use and motivation to create OER. This study explores university students’ intention to use OER in Study 1 and motivation to create OER in Study 2 using a non‐experimental research design with a survey method and partial least squares structural equation modelling (PLS‐SEM) for the two studies. The findings indicated that the relationship between perceived ease of use, perceived usefulness, zero price accessibility and availability, and attitude and university students’ intention to use OER is significantly positive for Study 1. This showed that university students’ intention to use OER can be influenced by these factors. The relationship between competence and mastery of content, personal development, reward system and motivation to create OER is significantly positive for Study 2. This implies that university students are not mere users of OER but partners in the OER crusade as creators. Practitioner notesWhat is already known about this topic Significant roles of OER. Faculty members as OER developers. Students as mere users of OER. What this paper adds Factors that influence university students’ intentions to use OER using a blended TAM model. Factors that influence university students’ motivation to create OER using a blended SDT theory. The significant roles of university students as OER developers. Implications for practice and/or policy University students are not mere users of OER but partners in the OER crusade as creators. Extensive information on the factors to focus on by faculty members to improve university students’ intentions to use and motivation to create OER. The need for OER policymakers to concentrate on the factors highlighted in this study to make OER policies that will promote university students’ motivation to create OER.

Usability of Open Educational Resources Platforms among Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study

The usability of open educational resources (OER) among students from Al Kabir Polytechnic in India was examined in the study. The study was guided by one hypothesis and four research questions. A descriptive survey was used in the investigation. 1000 students from Al Kabir Polytechnic made up the study population, and a simple random selection procedure was utilized to choose the sample size of 300 students. The study’s sample size was determined using the Taro Yamane formula. A questionnaire was used to obtain the data. The results demonstrate that students used OER with a high level of awareness. Students reported that OER was very usable and that the biggest obstacle to actual OER adoption was a lack of digital proficiency. Lastly, the study demonstrates a strong correlation between student awareness and the use of OER. The statement implies that students’ knowledge of OER positively influenced their usage. The researchers proposed that the institution’s library and school administration should offer training on digital literacy to students and that lecturers and librarians should keep promoting its use to students to sustain OER use.

Adoption of open educational resources in the global south

Adoption of open educational resources in the global south

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

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.

Open Educational Resources and Institutional Repositories: Roles, Challenges, and Opportunities for Libraries

The adoption of digital-born, Open Educational Resources (OER) has been proven to improve student retention and learning outcomes, and OER has the flexibly to support multiple modalities of instruction. Institutional Repositories are uniquely situated to act as a platform to support and distribute content that can be created collaboratively between faculty researchers as well as students. However, faculty are still largely hesitant to adopt OER sources for a variety of reasons, not least among them being a lack of exposure and understanding of the potential benefits for both faculty and students in keeping curriculum affordable, up-to-date, and nimble through media-rich, annotated platforms. This study seeks to provide a model for institutions to adopt in using their open-institutional repositories to support broader OER adoption and use across institutions. A mixed-method case study will present results from faculty-student surveys and institutional data to provide a framework for the best practices in raising awareness among faculty, in outlining the benefits for students, and in supporting programs via library services.