%0	Journal Article
%A	Tang, Hengtao
%C	United States, North America
%D	2020
%G	English
%J	International Review of Research in Open and Distributed Learning
%K	open educational resources
%K	open educational practices
%K	k-12
%K	teachers
%K	barriers
%K	benefits
%K	qualitative inquiry
%P	211-229
%R	10.19173/irrodl.v21i3.4750
%T	A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
%V	21
%X	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.
%8	09/2020
%@	1492-3831
%*	yes
%>	http://www.oerknowledgecloud.org/archive/4750-Article Text-33604-1-10-20200911.pdf