A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

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 instr...

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Autor principal:	Hengtao Tang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	open educational resources open educational practices k-12 teachers barriers benefits Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/dfe79e112d294f479c2a4102eb910c2f
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spelling	oai:doaj.org-article:dfe79e112d294f479c2a4102eb910c2f2021-12-02T19:25:57ZA Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources10.19173/irrodl.v21i3.47501492-3831https://doaj.org/article/dfe79e112d294f479c2a4102eb910c2f2020-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4750https://doaj.org/toc/1492-3831Teachers 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. Hengtao TangAthabasca University Pressarticleopen educational resourcesopen educational practicesk-12teachersbarriersbenefitsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open educational practices k-12 teachers barriers benefits Special aspects of education LC8-6691
spellingShingle	open educational resources open educational practices k-12 teachers barriers benefits Special aspects of education LC8-6691 Hengtao Tang A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
description	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.
format	article
author	Hengtao Tang
author_facet	Hengtao Tang
author_sort	Hengtao Tang
title	A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
title_short	A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
title_full	A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
title_fullStr	A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
title_full_unstemmed	A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
title_sort	qualitative inquiry of k–12 teachers’ experience with open educational practices: perceived benefits and barriers of implementing open educational resources
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/dfe79e112d294f479c2a4102eb910c2f
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A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

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