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Factors shaping lecturers' adoption of OER at three South African universities

Cox, Glenda; Trotter, Henry


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    <dct:title>Factors shaping lecturers' adoption of OER at three South African universities</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2017</dct:issued>
    <dcat:keyword>access</dcat:keyword>
    <dcat:keyword>adoption</dcat:keyword>
    <dcat:keyword>creation</dcat:keyword>
    <dcat:keyword>Global South</dcat:keyword>
    <dcat:keyword>higher education</dcat:keyword>
    <dcat:keyword>institution</dcat:keyword>
    <dcat:keyword>lecturers</dcat:keyword>
    <dcat:keyword>OER</dcat:keyword>
    <dcat:keyword>Open Education</dcat:keyword>
    <dcat:keyword>Open Educational Resources</dcat:keyword>
    <dcat:keyword>policy</dcat:keyword>
    <dcat:keyword>readiness</dcat:keyword>
    <dcat:keyword>ROER4D</dcat:keyword>
    <dcat:keyword>South Africa</dcat:keyword>
    <dcat:keyword>volition</dcat:keyword>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2017-12-06</dct:issued>
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    <dct:description>&lt;p&gt;The research presented here focuses on understanding the obstacles, opportunities and practices associated with Open Educational Resources (OER) adoption at three South African universities. It addresses the question: Why do South African lecturers adopt &amp;ndash; or not adopt &amp;ndash; OER? In trying to answer this, the authors also attempt to identify which factors shape lecturers&amp;rsquo; OER adoption decisions, and how lecturers&amp;rsquo; institutional cultures influence their OER use and creation choices.&lt;/p&gt; &lt;p&gt;This study employed a qualitative research approach through in-depth personal interviews with 18 respondents at three different universities which together broadly represent the characteristics of South Africa&amp;rsquo;s university sector. Unique analytical tools &amp;ndash; the OER adoption pyramid and OER adoption readiness tables &amp;ndash; were developed to help with analysing and synthesising the data.&lt;/p&gt; &lt;p&gt;Findings indicate that whether and how OER adoption takes place at an institution is shaped by a layered sequence of factors &amp;ndash; infrastructural access, legal permission, conceptual awareness, technical capacity, material availability, and individual or institutional volition &amp;ndash; which are further influenced by prevailing cultural and social variables.&lt;/p&gt; &lt;p&gt;This study has value and application for researchers and institutions pursuing an OER agenda, policy-makers seeking tools to assess OER readiness in institutional contexts, and funding agencies aiming to boost institutional OER engagement.&lt;/p&gt; &lt;p&gt;The dataset arising from this study can be accessed at:&lt;br&gt; https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/555&lt;/p&gt;</dct:description>
    <dct:description xml:lang="">Citation: Cox, G. &amp; Trotter, H. (2017). Factors shaping lecturers' adoption of OER at three South African universities. In C. Hodgkinson-Williams &amp; P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 287–347). Retrieved from https://doi.org/10.5281/zenodo.601935 Corresponding author: &lt;glenda.cox@uct.ac.za&gt;</dct:description>
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