ABSTRACT

Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.

摘要

开放式教育实践（OEP）作为研究领域相对较新。受到有限关注的一个方面是使用开放式教育资源（OER）对OEP发展的影响。本文基于博士研究（Pulker，2019），考虑了教师在重复使用和调整OER时的活动，以期提供重用证据并了解这些活动是否影响教学实践。根据建构主义扎根理论方法进行的定性研究是通过半结构化访谈与17位兼职在线语言教师进行的。本文介绍了数据分析中出现的五步重用模型。我们建议OER重用具有积极的影响，即使到目前为止教师的实践可能尚未公开。图形表示描绘了在使用和调整OER时教师参与的过程。该研究对教师的重用体验有了新的认识，表明其主要动机是促进学生的学习。