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Barriers, incentives, and benefits of the open educational resources (OER) movement: An exploration into instructor perspectives
Henderson, Serena and Ostashewski, Nathaniel

PublishedDecember 2018
JournalFirst Monday
Volume 23, Issue 12
CountryCanada, North America

ABSTRACT
Open educational resource (OER) barriers, incentives, and benefits are at the forefront of educator and institution interests as global use of OER evolves. Research into OER use, perceptions, costs, and outcomes is becoming more prevalent; however, it is still in its infancy. Understanding barriers to full adoption, administration, and acceptance of OER is paramount to fully supporting its growth and success in education worldwide. The purpose of this research was to replicate and extend Kursun, Cagiltay, and Can’s (2014) Turkish study to include international participants. Kursun, et al. surveyed OpenCourseWare (OCW) faculty on their perceptions of OER barriers, incentives, and benefits. Through replication, these findings provide a glimpse into the reality of the international educators’ perceptions of barriers, incentives, and benefits of OER use to assist in the creation of practical solutions and actions for both policy makers and educators alike. The results of this replication study indicate that barriers to OER include institutional policy, lack of incentives, and a need for more support and education in the creating, using, and sharing of instructional materials. A major benefit to OER identified by educators is the continued collegial atmosphere of sharing and lifelong learning.

Keywords barriers · higher education · incentives · international · K12 · OER · Open Educational Resources

ISSN1396-0466
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.5210/fm.v23i12.9172
URLhttps://journals.uic.edu/ojs/index.php/fm/article/view/9172
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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