Teachers' practices through adaptation of open educational resources for online language teaching
One significant development that has recently come to disrupt teaching practices is the emergence of Open Educational Resources (OER). In the last 15-20 years, researchers have mainly focused on the creation, reuse and sharing of OER. However, little attention has been paid to what users do with the resources in their classroom and to date, there is scant evidence of OER reuse impacting on teaching practices. This study examines the process that a group of online synchronous language teachers undergo while adapting and repurposing digital resources. The research participants are part-time language teachers, with a range of experiences and cultural backgrounds, who teach online across a range of languages and levels at the Open University, a distance learning Higher Education institution in the UK. Data were collected and analysed within a constructivist grounded theory methodology. The experience of teachers' reuse of OER was explored via seventeen semi-structured interviews. Consistent with a grounded theory approach, conceptual categories for the analysis of data were allowed to emerge, rather than initially driven by a theoretical framework. The findings can be summarised as follows: 1) As previously found
Pulker, HeÌleÌne
Teachers' practices through adaptation of open educational resources for online language teaching. One significant development that has recently come to disrupt teaching practices is the emergence of Open Educational Resources (OER). In the last 15-20 years, researchers have mainly focused on the creation, reuse and sharing of OER. However, little attention has been paid to what users do with the resources in their classroom and to date, there is scant evidence of OER reuse impacting on teaching practices. This study examines the process that a group of online synchronous language teachers undergo while adapting and repurposing digital resources. The research participants are part-time language teachers, with a range of experiences and cultural backgrounds, who teach online across a range of languages and levels at the Open University, a distance learning Higher Education institution in the UK. Data were collected and analysed within a constructivist grounded theory methodology. The experience of teachers' reuse of OER was explored via seventeen semi-structured interviews. Consistent with a grounded theory approach, conceptual categories for the analysis of data were allowed to emerge, rather than initially driven by a theoretical framework. The findings can be summarised as follows: 1) As previously found
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