Abstract

Teachers' motivations behind their view on value and adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers’ motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit of others and collective collaboration with other peers were stronger incentives for teachers in the specific subject of animal welfare than it was for teachers in broader and less contested subject areas. Animal welfare teachers also had low agreement with problems such as OER being deviant to higher education and for being difficult to adapt to teaching context, and these teachers also had a higher adoption rate than other teachers. Furthermore, this study provides evidence that OER challenges the boundaries of higher education and that an affinity space can enable OER adoption.

Keywords

Activity theory; Affinity space; Altruism; International survey; Subject specific

Published in

International Journal of Emerging Technologies in Learning
2015, volume: 10, number: 2, pages: 35-45

Authors' information