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What are the main barriers to adopting and adapting OERs in distance learning contexts?

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Open educational resources (OERs) are materials that can be freely used, modified, and shared for learning and teaching purposes. They have the potential to improve the quality, accessibility, and affordability of education, especially in distance learning contexts where learners and educators may face various challenges. However, there are also some barriers that hinder the adoption and adaptation of OERs in distance learning environments. In this article, we will explore some of the main challenges and how they can be addressed.

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1 Legal and ethical issues

One of the challenges of using OERs in distance learning is the legal and ethical implications of copyright, licensing, and attribution. OERs are usually licensed under different terms and conditions that specify how they can be used, modified, and distributed. However, not all users may be aware of or comply with these rules, which may result in legal disputes, plagiarism, or infringement. Moreover, some OERs may contain sensitive or controversial content that may not be suitable or respectful for certain audiences or contexts. Therefore, users of OERs need to be informed and responsible about the legal and ethical aspects of OERs and respect the rights and values of the original creators and the intended users.

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2 Technical and infrastructural issues

Another challenge of using OERs in distance learning is the technical and infrastructural requirements and limitations. OERs are often hosted on online platforms or repositories that may not be accessible or reliable for all users, especially in low-resource or remote areas. Users may also face difficulties in finding, downloading, or uploading OERs due to bandwidth, storage, or compatibility issues. Furthermore, some OERs may require specific software, hardware, or skills to use or modify them, which may not be available or affordable for all users. Therefore, users of OERs need to consider the technical and infrastructural factors that may affect their access and use of OERs and seek alternative or complementary solutions if needed.

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3 Pedagogical and curricular issues

A third challenge of using OERs in distance learning is the pedagogical and curricular relevance and quality of OERs. OERs are often designed and developed by different authors, institutions, or organizations that may have different educational goals, standards, or approaches. Therefore, not all OERs may be suitable or aligned with the learning outcomes, assessment methods, or instructional strategies of a particular distance learning course or program. Users may also encounter issues of accuracy, currency, or consistency of OERs, which may affect their credibility and effectiveness. Therefore, users of OERs need to evaluate and adapt OERs according to the pedagogical and curricular needs and expectations of their distance learning context and ensure the quality and appropriateness of OERs.

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Irene E. Ramos

Independent Consultant for Adult Education | Program Design, Adult Education and Staff Development Expert
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Adult education programs are dealing with specific and fragile clients whose learning styles don’t always mesh with online learning requirements of OER. Adult education participants need extra guidance in using online platforms and skills. They know they want to improve but may be challenged due to their environment as it may not be conducive to learning. One career navigator working with a student that had fallen behind stated that the home where she lived offered no actual study area for her which caused extreme frustration for the student. This situation requires a “high touch” response and assistance in problem solving to help this student work through options and consequences to land on a solution. In this case use of a local library.

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4 Cultural and linguistic issues

A fourth challenge of using OERs in distance learning is the cultural and linguistic diversity and sensitivity of OERs. OERs are often created and used by people from different backgrounds, cultures, and languages, which may enrich the learning experience but also pose some challenges. Users may face difficulties in understanding, communicating, or engaging with OERs that are not in their native or preferred language or that do not reflect their cultural or social norms or values. Users may also encounter issues of bias, stereotyping, or exclusion of certain groups or perspectives in OERs, which may affect their motivation and participation. Therefore, users of OERs need to be aware and respectful of the cultural and linguistic differences and similarities of OERs and their users and seek to promote intercultural and multilingual dialogue and collaboration.

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5 Organizational and institutional issues

A fifth challenge of using OERs in distance learning is the organizational and institutional support and recognition of OERs. OERs are often developed and used by individual educators or learners who may not have the adequate resources, incentives, or recognition for their efforts. Users may face barriers such as lack of time, funding, training, or guidance to create, use, or share OERs effectively. Users may also encounter resistance or skepticism from their peers, managers, or policymakers who may not value or trust OERs as much as traditional or proprietary resources. Therefore, users of OERs need to seek and provide organizational and institutional support and recognition for OERs and their users and advocate for the benefits and opportunities of OERs for distance learning.

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Dwight Heaster, Ph. D.
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Higher Education in West Virginia is supported through a statewide organizational group advocating for OER resources. This organization has conferences, training opportunities, and grants for educators to ensure they have the necessary information. Institutions working together can provide a quality product that can be shared. This sharing opportunity allows for quality and a peer review process.

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What are the main barriers to adopting and adapting OERs in distance learning contexts?

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1 Legal and ethical issues

2 Technical and infrastructural issues

3 Pedagogical and curricular issues

4 Cultural and linguistic issues

5 Organizational and institutional issues

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