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Open Educational Resources (OER) for Enhanced Learning: A Study of Teacher Experiences in South African Schools
Abstract
Open Educational Resources (OER) have emerged as a transformative tool in education, offering freely accessible and adaptable teaching materials. Grounded in constructivist learning theory and resource-based teaching approach, this study investigates the experiences, perceptions, and challenges of teachers in South African schools regarding the integration of OER into their teaching practices. Using qualitative data collected through interviews from seven participants selected through purposive sampling focusing on schools with ICT resources where teachers are using OER to enhance teaching, the study explores teachers' understanding of OER, how teachers incorporate OER into their teaching practices, the impact on learner learning, and the challenges they face, including institutional support, technical barriers, professional development needs, and licensing complexities. Findings reveal that while teachers recognize the pedagogical value of OER to enhance learner engagement and learning outcomes, many face significant barriers including limited institutional support, technical challenges, and varying levels of digital literacy. Participants emphasized the importance of professional learning communities (PLC), relevant training programs, and institutional support systems in fostering effective OER implementation. This research provides valuable insights for educational policymakers, school administrators, and teacher education programs in developing interventions to support OER adoption in South African schools.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 3353
Country
South Africa
Region
Africa
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Adobe PDF, 461.77 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)