Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education
Marjon Baas, Roeland van der Rijst, Tjark Huizinga, Ellen van den Berg, Wilfried Admiraal
Abstract
The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts.