A Person-Centered Analysis of K–12 Teachers' Barriers in Implementing Open Educational Resources

• In Event: K–12 Teacher and Students and Instructional Technologies

Abstract

This study investigated teachers’ barriers in using OER from a person-centered perspective. Teachers’ barriers in using OER differ among individuals and contexts; therefore, supporting each teacher to meet their individual needs involves an understanding of teachers’ unique experiences. This person-centered analysis adds to the current understanding of barriers that hinder teachers’ use of OER and provides insights into teachers’ needs to overcome those barriers. Specifically, the study revealed three classes of teacher profiles based on their self-reported barriers in using OER: the savvy, struggling, and resource-constraint classes. The three-step model of the LCA analysis with distal outcome was performed to identify nuanced difference among those three classes and further suggest implications of supporting each group of teachers’ use of OER.

Authors

• Hengtao Tang, University of South Carolina

• Yu Bao, James Madison University