@article {
	title = {A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources},
	author = {Tang, Hengtao},
	abstract = {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.},
	year = {2020},
	month = {09/2020},
	language = {English},
	journal = {International Review of Research in Open and Distributed Learning},
	volume = {21},
	issue = {3},
	pages = {211-229},
	country = {United States},
	doi = {10.19173/irrodl.v21i3.4750},
	issn = {1492-3831},
	refereed = {yes},
	keywords = {open educational resources, open educational practices, k-12, teachers, barriers, benefits, qualitative inquiry},
	attachments = {4750-Article Text-33604-1-10-20200911.pdf},
}