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ABSTRACT
Open educational practices (OEP) as a research field is relatively new. One aspect that has received limited attention is the impact of using open educational resources (OER) on the development of OEP. This article, based on a doctoral study (Pulker, 2019), considers teachers’ activities when reusing and adapting OER, with a view to providing evidence of reuse and understanding whether these activities influence teaching practices. A qualitative study following a constructivist grounded theory methodology was undertaken with 17 part-time online language teachers via semi-structured interviews. The article presents the five-step model of reuse that emerged from the data analysis. We suggest that OER reuse has a positive impact, even though teachers’ practices might not be open as defined up until now. A graphic representation depicts the process that teachers engage with when using and adapting OER. The research brings new understanding of teachers’ experiences of reuse, showing that the principal motivation is enhancing students’ learning.
Disclosure statement
No potential conflict of interest was declared by the authors.
Additional information
Notes on contributors
Hélène Pulker
Hélène Pulker is a senior lecturer in French in the School of Languages and Applied Linguistics at The Open University, UK. Her research focusses on the reuse of OER for online language teaching, online and distance education. and online language teacher training.
Agnes Kukulska-Hulme
Agnes Kukulska-Hulme is professor of learning technology and communication in the Institute of Educational Technology at The Open University, UK, where she leads the Future Learning Research and Innovation Programme. Her work spans several interrelated fields including online distance education, mobile learning, and language learning.