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dc.contributor.authorOzdemir, Ozgur
dc.contributor.authorBonk, Curtis
dc.contributor.editorGaskell, Anne
dc.coverage.spatialAsiaen_US
dc.date.accessioned2017-11-21T00:17:54Z
dc.date.available2017-11-21T00:17:54Z
dc.date.issued2017-11
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/2817
dc.description.abstractThe purpose of this study is to explore K-12 teachers’ awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices. Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain degree; however, a misunderstanding exists between digital educational content on the Internet and openly licensed content compatible with the OER definition. Lack of knowledge regarding licensing mechanisms of OER is a major issue among teachers. Whereas, teacher perceptions that the use of OER leads to the improvement in student performance is highly beneficial, the time required to search, select, edit, and apply OER was discovered as the greatest challenge to OER utilization. Results of this study can inform potential OER movement contributors, such as teacher professional development specialists, developers of OER repositories, and academics interested in OER.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 4, no. 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/224en_US
dc.subjectOpen Educational Resources (OER)en_US
dc.titleTurkish Teachers' Awareness and Perceptions of Open Educational Resourcesen_US
dc.typeArticleen_US
dc.coverage.placeNameTurkeyen_US


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