@article {
	title = {Personalising learning through adaptation: Evidence from a global survey of K-12 teachers’ perceptions of their use of open educational resources},
	year = {2016},
	month = {/2016},
	author = {de los Arcos, Beatriz and Farrow, Rob and Pitt,  R. and Weller,  M. and McAndrew, Patrick},
	keywords = {personalised learning, OER, K12, impact},
	journal = {Journal of Online Learning Research},
	volume = {2},
	issue = {1},
	pages = {23-40},
	issn = {2374-1473},
	abstract = {It has been suggested that open educational resources (OER) can lower cost and lead to greater flexibility, however while there has been significant investment in opening up content there have been few studies looking at how these resources are perceived by those who might use them. This quantitative article contributes to fill a gap in our knowledge of how K-12 educators teaching in face-to-face, online and blended contexts currently think about and use OER. It is part of the research carried out by the Hewlett-funded OER Research Hub (OERRH) Project to examine the impact of OER on teaching and learning practices. The authors report findings from a survey of 600+ schoolteachers who answered a set of attitudinal and behavioural questions in relation to how they use OER, what types of OER they use and what influences their selection of content, in addition to the purpose, challenges and perceived impact of OER in the K-12 classroom. The research highlights how OER allow schoolteachers to personalise learning through adaptation, and argues that mainstreaming OER in K-12 education is not only a matter of raising awareness but of changing teachers’ habits.},
	refereed = {yes},
	url = {http://oro.open.ac.uk/46145/},
}