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Attitudes Towards the Usage of OERs in Teaching and Learning
Subject area: Arts, Social Sciences and Humanities · Area of research: Education
DOI: 10.64388/IREV9I3-1710517-556
Abstract
Open Educational Resources (OERs) guarantee cost-effectiveness, instructional innovation, and equal access, making them a transformative force in education. However, instructors' attitudes regarding OERs play a major role in mediating how much they embrace and incorporate these resources. Teachers' opinions regarding the usage of open educational resources (OERs) in teaching and learning across various institutional contexts are examined in this study. Using a standardized attitude scale and a descriptive survey approach, information was gathered from 150 college instructors in the sample. Although there are notable differences according to gender, teaching experience, and institution type, the results show that teachers usually have a somewhat good opinion toward OERs. While instructors with more professional development experiences and digital exposure showed a more positive outlook, male teachers showed a little higher propensity to adopt OERs. On the other hand, a lack of institutional support and restricted access to technology infrastructure were noted as obstacles influencing unfavorable opinions. The study emphasizes that in addition to technical training, institutional support and policy-level initiatives are necessary to promote a positive outlook. These findings have important ramifications for curriculum development, teacher preparation, and policy frameworks that seek to mainstream open educational resources (OERs) in classroom instruction. It is advised that mixed-method or longitudinal designs be used in future studies to have a better understanding of how attitudes change as a result of continued OER use.
Keywords
Open Educational Resources (OERs), Teachers? Attitude, Teaching-Learning Process, Higher Education
References
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[2] Hilton, J. (2019). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 67, 1–20. https://doi.org/10.1007/s11423-018-09600-5
[3] Mishra, S., Sharma, M., Sharma, R. C., Singh, A., & Thakur, A. (2016). Development and evaluation of MOOCs for teacher training. Open Praxis, 8(1), 55–69. https://doi.org/10.5944/openpraxis.8.1.236
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[6] Sharma, M., Mishra, S., & Thakur, A. (2014, October). Quality assurance in open educational resources: An Indian perspective. Paper presented at the 28th Annual Conference of the Asian Association of Open Universities (AAOU), Hong Kong. Retrieved from https://www.cemca.org/ckfinder/userfiles/files/ConfPaper_AAOU2014_Sharma_Mishra_Thakur.pdf
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How to cite this paper
@article{1710517,
author = {Sabiha Naz, Dr. Shri Kant Dwivedi},
title = {Attitudes Towards the Usage of OERs in Teaching and Learning},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {3},
pages = {381-386},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1710517.pdf},
abstract = {Open Educational Resources (OERs) guarantee cost-effectiveness, instructional innovation, and equal access, making them a transformative force in education. However, instructors' attitudes regarding OERs play a major role in mediating how much they embrace and incorporate these resources. Teachers' opinions regarding the usage of open educational resources (OERs) in teaching and learning across various institutional contexts are examined in this study. Using a standardized attitude scale and a descriptive survey approach, information was gathered from 150 college instructors in the sample. Although there are notable differences according to gender, teaching experience, and institution type, the results show that teachers usually have a somewhat good opinion toward OERs. While instructors with more professional development experiences and digital exposure showed a more positive outlook, male teachers showed a little higher propensity to adopt OERs. On the other hand, a lack of institutional support and restricted access to technology infrastructure were noted as obstacles influencing unfavorable opinions. The study emphasizes that in addition to technical training, institutional support and policy-level initiatives are necessary to promote a positive outlook. These findings have important ramifications for curriculum development, teacher preparation, and policy frameworks that seek to mainstream open educational resources (OERs) in classroom instruction. It is advised that mixed-method or longitudinal designs be used in future studies to have a better understanding of how attitudes change as a result of continued OER use.},
keywords = {Open Educational Resources (OERs), Teachers? Attitude, Teaching-Learning Process, Higher Education},
month = {September},
doi = {https://doi.org/10.64388/IREV9I3-1710517-556}
}