Virtual School Meanderings

September 7, 2021

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

A new issue alert.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The actual table of contents included:

Vol. 22 No. 3 (2021)

Editorial

May 24, 2021

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

Note this news issue alert.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The table of contents includes:

Vol. 22 No. 2 (2021)

Full Issue

Editorial

Research Articles

Book Notes

Literature Reviews

March 16, 2021

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

A table of contents update from this journal.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

No K-12 distance, online, and/or blended learning articles in the table of contents below.

Vol. 22 No. 1 (2021)

Full Issue

Editorial

Research Articles

December 4, 2020

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

No articles specifically related to K-12 distance, online, and/or blended learning in this issue.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The table of contents reads:

Vol. 21 No. 4 (2020)

Full Issue

Editorial

Research Articles

Notes From the Field

Literature Reviews

September 15, 2020

Article Notice – A Qualitative Inquiry Of K–12 Teachers’ Experience With Open Educational Practices: Perceived Benefits And Barriers Of Implementing Open Educational Resources

I wanted to bring attention to a second article from yesterday’s [IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning.

A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources

  • Hengtao TangPenn State
Keywords: open educational resources, open educational practices, k-12, teachers, barriers, benefits, qualitative inquiry

Abstract

Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.

HOW TO CITE
Tang, H. (2020). A Qualitative Inquiry of K–12 Teachers’ Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources. The International Review of Research in Open and Distributed Learning21(3). https://doi.org/10.19173/irrodl.v21i3.4750
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