A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices
Perceived Benefits and Barriers of Implementing Open Educational Resources
Bibliographic Data
| ID | 21729482 |
|---|---|
| Authors | Hengtao Tang (0000-0002-8846-7654, University of South Carolina, corresponding author) |
| Year | 2020 |
| Volume | 21 |
| Issue | 3 |
| Publication date | 2020-06-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v21i3.4750 |
| OpenAlex | W3085252597 |
| Language | EN |
| Citations received | 10 |
| References cited | 10 |
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
Curriculum · Educational resources · Educational technology · Knowledge management · Mathematics education · Open Education · Open Educational Resources · Pedagogy · Qualitative research · Reuse · Sociology · Computer Science · Engineering · Open Education and E-Learning · Psychology
Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns
Exploring the Factors That Influence K-12 Teachers’ Use of Open Educational Resources
University Instructors' Levels of Use of Open Educational Resources and the Factors that Influenced their Usage
Enhancing rural students’ perceived relevance and career interest in engineering through 3D printing
An Exploratory Study of K-12 Teachers’ Perceptions of Adopting Open Educational Resources in Teaching
Examining the Relationships Between Students’ Achievement Goals and Their Academic Achievement in an OER-Based Course
Implementing open educational resources in digital education
Improving K-12 Teachers’ Acceptance of Open Educational Resources by Open Educational Practices
Teaching teachers to use technology through massive open online course
Learning with technology during emergencies
Phenomenological research methods
Integrating technology into K-12 teaching and learning
Teacher beliefs and technology integration practices
Open educational resources and college textbook choices
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
User Acceptance of Computer Technology
Understanding K‐12 teachers’ intention to adopt open educational resources
Using thematic analysis in psychology
Grounded Theory and Sensitizing Concepts
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |