摘要：Open Educational Resources (OER) have the potential to change the domain of higher education; however,
adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on
their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as
a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire
(n = 143) and semi-structured interviews with teachers who had some experience with sharing or using
OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The
results revealed that informal sharing of resources within teachers’ personal networks happens frequently
whereas the use of OER is more limited. If teachers use OER, they are mainly used ‘as-is’ or for a source of
inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence
of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite
for teachers to explore their capacity and volition. Hence, the findings underline the need of support on
subject-specific overviews of OER and the creation of national or institutional teacher communities. To
improve our understanding, future research should focus on qualitative studies focusing on one case in
which teachers engage with OER. This could lead to extensive insights on the factors and sequence of
the OER Adoption Pyramid within different contexts.
其他摘要：Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers’ personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used ‘as-is’ or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.
