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Improving K-12 Teachers’ Acceptance Of Open Educational Resources By Open Educational Practices: A Mixed Methods Inquiry, Hengtao Tang, Yu-Ju Lin, Yingxiao Qian
Improving K-12 Teachers’ Acceptance Of Open Educational Resources By Open Educational Practices: A Mixed Methods Inquiry, Hengtao Tang, Yu-Ju Lin, Yingxiao Qian
Faculty Publications
Teachers in K-12 settings increasingly demand instructional materials beyond textbooks to follow the upward momentum of personalized instruction. Especially during the outbreak of COVID-19, K-12 teachers are forced to quickly adapt to online teaching and thus have more difficulties of delivering personalized instruction in a relatively resource-restraint situation. Open educational resources (OER), allowing teachers to retain, reuse, revise, remix, and redistribute high-quality educational resources at no costs, can be a viable option for teachers. However, the acceptance of OER in K-12 education still remains low. Effective strategies are needed to reinforce teacher intention to adopt OER. This research showcased a …
Latent Class Analysis Of K-12 Teachers’ Barriers To Implementing Oer, Hengtao Tang Ph.D., Yu Bao
Latent Class Analysis Of K-12 Teachers’ Barriers To Implementing Oer, Hengtao Tang Ph.D., Yu Bao
Faculty Publications
Open educational resources (OER) are a cost-effective alternative to traditional textbooks for K-12 teachers to provide differentiated instruction at a much lower cost. However, teachers have to overcome barriers to implement OER in their classrooms, especially if cultural and economic factors are considered. To help each teacher overcome individual barriers, a person-centered approach to understand teachers’ barriers of implementing OER is needed yet absent. This research thus filled the gap by conducting a latent class analysis of teachers’ profiles in terms of their barriers in using OER. The findings identified three types of teacher profiles and revealed how different profiles …