Why do some teachers share their work, while others do not? What would enable teachers to share the knowledge resources developed by them to help foster knowledge societies? Sharing educational materials with an open license is at the heart of the Open Educational Resources (OER) movement. This research monograph shows that higher education teachers in India have positive attitude towards OER and are motivated to use and share their resources for altruistic reasons. Teachers believe that the reputation and trustworthiness of the source, as well as the resources' fitness for purpose in local contexts, are the key criteria for quality. Understanding of licensing and copyright issues, and their current workload, are barriers to adaptation of OER. Based on research data, it presents a model for OER uptake and integration in teaching and learning in India.only 699 are in English. In contrast, the same Database showed 2269 peer reviewed full-text papers for massive open online courses (MOOC) with 995 in English.
Therefore, this monograph is of significant importance and adds to the growing research literature on OER. The research conducted at COL’s regional office in New Delhi – Commonwealth Educational Media Centre for Asia (CEMCA) was possible thanks to a generous grant from the International Development Research Centre (IDRC), Canada through the University of Cape Town. IDRC’s support for OER research in the global south has created a network of researchers, who have focused on OER from a range of perspectives covering, policy, pedagogy and practice.

Keywords

CEMCA · higher education · Indian education · literature review · mainstream OER · OER barriers · OER quality · OER research