Open Educational Resources in Missouri Public Schools--A Phenomenological Study of the Adoption Process

Spear, Karla

Open Educational Resources in Missouri Public Schools--A Phenomenological Study of the Adoption Process

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According to the UNESCO (2017) definition, open educational resources (OER) are “teaching, learning, or research materials that are in the public domain or released with intellectual property licenses that facilitate the free use, adaptation, and distribution of resources.” Because awareness and utilization of OER is sporadic and inconsistent, the researcher designed this study to explore why, how, and to what degree OER adoption had occurred in Missouri school districts. Participants for the study were identified and selected as a result of signing on with the U. S. Department of Education’s #GoOpen campaign. The purpose of this phenomenological study was to understand the personal experiences of district leaders and what influenced the decision to adopt. Participants included a district leader from 10 of Missouri’s 13 #GoOpen districts. The central question that guided the study was: What influenced the decision to formally adopt OER in Missouri’s #GoOpen districts? The researcher utilized components of Rogers’ (2003) diffusions of innovations theory to guide the study and analyze the findings. The findings from this study revealed three themes that had a direct impact on the rate and degree of OER adoption: 1) a need for time and professional development, 2) a focus on reallocation of money rather than saving money, and 3) the need to lead OER adoption with systems and policies instead of relying on an OER advocate. Findings from the study can benefit educators and school districts, can influence state and national organizations advocating for OER, and can impact OER policy development.

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