How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. F...

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Autor principal:	SuBeom Kwak
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	OER open educational resources EBS Korean language arts K-12 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/3b8869d2a27e4dac94e38692dcbe77fb
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spelling	oai:doaj.org-article:3b8869d2a27e4dac94e38692dcbe77fb2021-12-02T19:20:54ZHow Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives10.19173/irrodl.v18i4.29771492-3831https://doaj.org/article/3b8869d2a27e4dac94e38692dcbe77fb2017-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2977https://doaj.org/toc/1492-3831Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama’s comments about South Korean education might also be caused by South Korean students’ academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education. SuBeom KwakAthabasca University PressarticleOERopen educational resourcesEBSKorean language artsK-12Special aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 4 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	OER open educational resources EBS Korean language arts K-12 Special aspects of education LC8-6691
spellingShingle	OER open educational resources EBS Korean language arts K-12 Special aspects of education LC8-6691 SuBeom Kwak How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
description	Since 2005, open educational resources (OER) have played a key role in K-12 education in South Korea; so far, however, there has been little discussion about OER efficacy in South Korean K-12 education. In the meantime, South Korean education has been attracting a lot of interest around the world. Former U.S. President Obama’s comments about South Korean education might also be caused by South Korean students’ academic performance evaluated by international large-scale assessments such as the Program for International Student Assessment (PISA). This article uses an ethnographic perspective to explore the experiences of teachers and students in the Korean context. The analysis of the findings shows how teachers adopt and adapt OER for their 12th grade (the final year of secondary school) Korean language arts classes. Through classroom observations, interviews, and questionnaires, this exploration revealed that nearly 92% of the students perceived OER as beneficial to their studies and that teachers were spurred on to orchestrate differentiated instructional plans by OER. We argue that there is significant value to using OER in the formal educational curriculum, but that a lack of knowledge of how to adapt OER restricts how their potential is realized in practice. We identify implications for maximizing OER adaptation and successful usage of OER in K-12 education.
format	article
author	SuBeom Kwak
author_facet	SuBeom Kwak
author_sort	SuBeom Kwak
title	How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
title_short	How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
title_full	How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
title_fullStr	How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
title_full_unstemmed	How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives
title_sort	how korean language arts teachers adopt and adapt open educational resources: a study of teachers’ and students’ perspectives
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/3b8869d2a27e4dac94e38692dcbe77fb
work_keys_str_mv	AT subeomkwak howkoreanlanguageartsteachersadoptandadaptopeneducationalresourcesastudyofteachersandstudentsperspectives
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How Korean Language Arts Teachers Adopt and Adapt Open Educational Resources: A Study of Teachers’ and Students’ Perspectives

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