International Journal of Open Educational Resources Volume 2, Issue 1, Fall 2019/Winter 2020 | Page 227

Coordinating OER Efforts Across a Mid-Sized College Campus
Lesson plans 0 0.00
Tutorials 1 8.33
Quizzes 1 8.33
E-books 6 50.00
Datasets 1 8.33
Learning tools, instruments, & plug-ins 2 16.67
Participants who used OER
had varied purposes for using it, from
teaching (10 responses) to inspiration
(six responses). Some used it as supplementary
material (eight responses) and
some to provide e-learning material for
online students (six responses). See Table
8 for a full breakdown.
Table 8. For which of the following purposes have you used OER? (select all that apply)
Answer Response %
For teaching 10 83.33
To supplement my existing lessons of coursework 8 66.67
As “assets” (e.g., images or text extracts) within a classroom 3 25.00
To give to students as compulsory “self-study” materials 2 16.67
To give to students as optional “self-study” materials 3 25.00
To provide e-learning materials to online students 6 50.00
To engage my students more fully in a topic area 4 33.33
To interest hard-to-engage learners 2 16.67
For inspiration and new ideas for my teaching 6 50.00
To make my learning more culturally diverse 2 16.67
Challenges to OER
Adoption and Use
Of the participants who used
OER, challenges included
finding high-quality resources
(seven responses) and not having
time to search for and evaluate suitable
resources (seven responses). Other
challenges are detailed in Table 9. All
survey participants were asked to rate
potential deterrents to adopting OER
in their courses. The lack of awareness
and difficulty in finding resources
ranked high among concerns. Other
issues include not having enough resources
or ancillary resources. Full responses
are in Table 10.
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