Adoption and Diffusion of Open Educational Resources (OER) in Education

The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption...

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Autor principal:	Daniel Otto
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	educational training meta-analysis learning and teaching support cross-educational OER open educational resources Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/fa924c8fbcdf4565b91501788abf83a3
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spelling	oai:doaj.org-article:fa924c8fbcdf4565b91501788abf83a32021-12-02T19:20:52ZAdoption and Diffusion of Open Educational Resources (OER) in Education10.19173/irrodl.v20i5.44721492-3831https://doaj.org/article/fa924c8fbcdf4565b91501788abf83a32019-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4472https://doaj.org/toc/1492-3831 The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged. Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders. Daniel OttoAthabasca University Pressarticleeducational trainingmeta-analysislearning and teaching supportcross-educationalOERopen educational resourcesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 5 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	educational training meta-analysis learning and teaching support cross-educational OER open educational resources Special aspects of education LC8-6691
spellingShingle	educational training meta-analysis learning and teaching support cross-educational OER open educational resources Special aspects of education LC8-6691 Daniel Otto Adoption and Diffusion of Open Educational Resources (OER) in Education
description	The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged. Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.
format	article
author	Daniel Otto
author_facet	Daniel Otto
author_sort	Daniel Otto
title	Adoption and Diffusion of Open Educational Resources (OER) in Education
title_short	Adoption and Diffusion of Open Educational Resources (OER) in Education
title_full	Adoption and Diffusion of Open Educational Resources (OER) in Education
title_fullStr	Adoption and Diffusion of Open Educational Resources (OER) in Education
title_full_unstemmed	Adoption and Diffusion of Open Educational Resources (OER) in Education
title_sort	adoption and diffusion of open educational resources (oer) in education
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/fa924c8fbcdf4565b91501788abf83a3
work_keys_str_mv	AT danielotto adoptionanddiffusionofopeneducationalresourcesoerineducation
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Adoption and Diffusion of Open Educational Resources (OER) in Education

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