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 JISC Open Educational Resources Programme: Phase 2OER
 
I
MPACT
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TUDY
:R
ESEARCH
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EPORT
 
Report authors:Liz Masterman Joanna WildResearch team:David White
1
  Joanna Wild
2
 Liz Masterman
2
 Marion Manton
1
 
1
Technology-Assisted Lifelong Learning, University of Oxford Department forContinuing Education
2
Learning Technologies Group, Oxford University Computing Services
Version 1.031
st
July 2011Revision History
Version no. Date Notes
1.0 31/07/11 First release of this document for general distribution
 
 
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 UnportedLicence. To view a copy of this licence, visithttp://creativecommons.org/licenses/by-nc-sa/3.0/or send aletter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
 
OER Impact Study Research Report i July 2011
OER
 
I
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TUDY
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R
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XECUTIVE
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UMMARY
 
Aims
The OER Impact Study was conducted between November 2010 and June 2011 by a team fromthe University of Oxford. Its remit was to investigate university lecturers’ and students’ use ofopen education resources (OER), and to inform the higher education community of the currentimpact of OER from the perspective of use rather than production. Specifically, the researchteam addressed the following questions:I. What benefits can OER offer to educators and learners in HE in the UK?
 
II. What are the pedagogic, attitudinal, logistical and strategic factors conducive to uptake andsustained practice in the use of OER; conversely, what are the impediments?
 
Method
In keeping with its exploratory nature, the study adopted a primarily qualitative approach,collecting in-depth data on individual practice from a relatively small number of participants.Data were gathered through interviews, focus groups, an online survey and workshops asshown in Table 1.
Table 1: Method and participants in the OER Impact Study
Method: Participants (+ numbers): Purpose:
Interview and focusgroups‘Strategists’: thoseresponsible for implementing aninstitutional OER strategy(10)Identify the drivers that prompt an institution toadopt a strategy for the use of OER in teachingand learning.Collect evidence of models for engagement with,and uptake of, OER by individuals and courseteams: for example, workshops.Interviews and focusgroup‘OER experts’: teachingstaff who were alreadyusing OER in their courses(9)Determine teachers’ conceptions of OER.Determine the relationship between their valuesand beliefs about teaching and their dispositiontowards OER.Capture narratives of OER usage that is alreadyembedded in teachers’ practice.Online survey +workshops‘OER novices’: teachingstaff who had not yet usedOER in their courses (16)Investigate the reality of searching for, locatingand evaluating online resources.Gain insights into the issues faced by teachersengaging with OER for the first time.Focus groups Students (17) Determine the extent to which learners are awareof OER, the importance of provenance and therelationship between their beliefs about learningand the use of OER.
Additionally, quantitative data were collected from 101 searches for online resourcesundertaken during two workshops, and from a preliminary survey of participants’ experienceof IT in general and aspects of their practice relating to the reuse and sharing of resources inparticular.
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