OPALReport2011-Beyond-OER

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Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
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Beyond OER
Shifting Focus to
Open Educational Practices
OPAL Report 2011

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
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The "Open Educational Quality Initiative" is an international network to promote innovation and
better quality in education and training through the use of open educational resources. It is partly
funed by the European Commission. OPAL is initiated through international organisations like
UNESCO, ICDE and EFQUEL and a number of Universities like the Open University UK, the Aalto
University in Finland, University Duisburg-Essen and the Catolic University in Lissabon, Portugal. It’s
aiming at establishing a forum which works to build greater trust in using and promoting open
educational resources. The Open Educational Quality Initiative will focus on provision of innovative
open educational practices and promote quality, innovation and transparency in higher and adult
education. The OPAL Initiative focusses beyond the access to open educational resources (OER) on
innovation and quality through open educational practices (OEP).
The OPAL Initiating Organisations
The project runs through a time span of around two years (2010-2011) and includes the following
partners:
University Duisburg-Essen (Germany)
Coordination
Aalto University (Finland)
The Open University (UK)
European Foundation for Quality in E-Learning
(Belgium)
Universidade Católica Portuguesa
(Portugal)
International Council for Open and Distance
Education – ICDE (Norway)
UNESCO (France)

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List of Authors:
António Andrade, Catolic University in Lissabon, Portugal
Ulf-Daniel Ehlers, University Duisburg-Essen
Abel Caine, UNESCO, Paris
Roberto Carneiro, Catolic University in Lissabon, Portugal
Grainne Conole, Open University UK
Anna-Kaarina Kairamo, Aalto University Finland
Tapio Koskinen, Aalto University Finland
Thomas Kretschmer, European Foundation for Quality in E-Learning, Belgium
Nick Moe-Pryce, International Council for Open and Distance Education
Paul Mundin, Open University UK
Judite Nozes, Catolic University in Lissabon, Portugal
Veronica Policarpo, Catolic University in Lissabon, Portugal
Rolf Reinhardt, European Foundation for Quality in E-Learning, Belgium
Thomas Richter, University Duisburg-Essen
Gonçalo Silva, Catolic University in Lissabon, Portugal
Carl Holmberg, International Council for Open and Distance Education

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Table of contents
EXECUTIVE SUMMARY .................................................................................................................................... 6
CHAPTER I – BACKGROUND OF THE STUDY ........................................................................................... 9
CHAPTER II – METHODOLOGICAL DESIGN OF THE SURVEY .......................................................... 11
A. OBJECTIVE OF THE SURVEY ............................................................................................................................................. 11
B. RESEARCH QUESTIONS AND MODELS ........................................................................................................................... 12
C. MODELS FOR IN-DEPTH ANALYSIS OF KEY ISSUES...................................................................................................... 13
D. DIMENSIONS AND METRICS OF KEY VRIABLES .......................................................................................................... 15
E. METHODOLOGIES ............................................................................................................................................................... 16
F. FINAL MODEL: EXPLAINING THE USE OF OER ........................................................................................................... 16
CHAPTER III – PROFILE OF THE RESPONDENTS ................................................................................ 17
A. LANGUAGE............................................................................................................................................................................ 17
B. COUNTRY OF WORK OR STUDY ........................................................................................................................................ 18
C. AGE AND GENDER ............................................................................................................................................................... 20
D. EDUCATIONAL ROLES ....................................................................................................................................................... 21
E. PRIMARY AREA OF INTEREST .......................................................................................................................................... 23
F. STATUS OF THE INSTITUTION .......................................................................................................................................... 23
G. SIZE OF THE INSTITUTION ................................................................................................................................................ 24
H. LOCATION OF THE INSTITUTION .................................................................................................................................... 25
I. KIND OF EDUCATION OFFERED BY THE INSTITUTION................................................................................................. 26
J. OER PROGRAMMES OR INITIATIVES IN THE INSTITUTION ........................................................................................ 26
CHAPTER IV – SURVEY DATA ANALYSIS................................................................................................ 28
A. MACRO LEVEL ANALYSIS ......................................................................................................................................... 28
1. Public Policies .............................................................................................................................................................. 28
2. Networks of Innovation ........................................................................................................................................... 41
3. OER Availability .......................................................................................................................................................... 42
B. MICRO LEVEL ANALYSIS ........................................................................................................................................... 55
1. Contexts........................................................................................................................................................................... 55
A. Cultures of Innovation .............................................................................................................................................................................. 55
B. Institutional Policies.................................................................................................................................................................................. 76
C. Infrastructures for Creation and Use of OER ................................................................................................................................. 87
2. Perceptions and Opinions towards OER .......................................................................................................... 92
A. Attitudes towards the Use of OER....................................................................................................................................................... 92
B. Perceived Usefulness of OER ................................................................................................................................................................. 94
C. Perceived Quality of OER......................................................................................................................................................................... 96
D. Barriers to Use OER ................................................................................................................................................................................... 98
3. Attitudes ...................................................................................................................................................................... 132
C. PRACTICES ......................................................................................................................................................................141
CHAPTER V – IN-DEPTH ANALYSIS OF KEY ISSUES: ATTITUDES, PERCEPTIONS AND USAGE
OF OER............................................................................................................................................................. 151
A. PURPOSE .............................................................................................................................................................................151
B. DEPENDENT VARIABLE: FREQUENCY OF OER USE .................................................................................................152
C. INDEPENDENT VARIABLES: REPRESENTATIONS AND ATTITUDES VIS-A-VIS OER-OEP................................154
1. Representations of OER: Obstacles or Barriers to Use .......................................................................................................... 154
2. Attitudes of Educational Professionals vis-a-vis OER ............................................................................................................ 159

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3. Relation between Representations of Barriers to OEP and Attitudes of Educational Professionals vis-à-vis
OEP ....................................................................................................................................................................................................................... 162
CHAPTER VI - EXPLAINING OPEN EDUCATIONAL PRACTICES .................................................... 168
REFERENCES: ................................................................................................................................................ 170
ANNEXES ......................................................................................................................................................... 171
ANNEX 1 – DISTRIBUTION OF THE VARIABLES PERTAINING TO THE USE OF OER IN THE FOUR TARGET
GROUPS.....................................................................................................................................................................................171
ANNEX 2 – DISTRIBUTION OF THE VARIABLES PERTAINING TO REPRESENTATIONS OF BARRIERS TO THE USE
OF OER ....................................................................................................................................................................................172
ANNEX 3 – DESCRIPTIVE STATISTICS OF THE INDICATORS OF THE ATTITUDES VIS-A-VIS OER, ON THE PART
OF THE EDUCATIONAL PROFESSIONALS ...........................................................................................................................173
ANNEX 4 – SURVEY QUESTIONNAIRE (EN)....................................................................................................................174

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Executive Summary
This study presents the findings of a quantitative study on the use of Open Educational Resources
(OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The
study is based on the results of an online survey targeted at four educational roles: educational
policy makers; institutional policy makers/managers; educational professionals; and learners. The
report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II
discloses the main research questions and models. Chapter III characterises the universe of
respondents. Chapter IV advances with a detailed survey analysis including an overview of key
statistical data. Chapter V provides an exploratory in-depth analysis of some key issues:
representations, attitudes and uses of OEP. In the final section, chapter VI, multivariate analysis in
order to elicit the motives of OER usage is performed.
The OPAL 2011 “Report Beyond OER” advocates for building trust in OER in order to increase the
actual usage of OER in combination with open learning architectures in order to transform learning.
OER is reported to have an effect on institutional innovation culture, in higher education as well as in
adult education institutions. It may thus be concluded that, regardless of educational professionals
considering OER to be important for themselves or for others (e.g., students), the lesser the fear,
insecurity or discomfort vis-a-vis OER, the higher the frequency of OER use. As regards the existence
of open resources’ programmes or initiatives in the institution, individuals from institutions where
such programmes/initiatives already exist did show a higher frequency of OER use.
When considering the various strands of institutional policies around OER, it becomes obvious that
they are still quite far from impacting on the educational institutions as a whole. The perception by
respondents that using OER can lead to institutional innovations does not seem to translate, to the
same extent, into the existence of organisation-wide implementations, which points to the need for
considerable efforts to be made in this regard. This is further compounded, on the one hand, by the
modest levels of types of support to factors that induce or enable open educational practices to be
firmly established in educational institutions, and on the other hand by the level of importance
attached by respondents to institutional policy barriers to the use of OER.
An exploratory principal components analysis enabled the identification of five relevant dimensions
in representations of barriers with which individuals are faced when they want to use OER. The
following table shows the result of this analysis and respective identified dimensions, which we
sought to name according to the content of their main indicators: 1) Lack of institutional support; 2)
Lack of technological tools; 3) Lack of skills and time of users; 4) Lack of quality or fitness of OER; 5)
Personal issues (lack of trust and time).
The report is structured into several clear sections to elicit macro and micro factors to explain the
slow uptake of OER within organisations.
A. A policy environment for supporting the usage of OER is important:
1. The analysis of the survey data according to the macro level conditions of OER supply elicited
views from the respondents that point to several areas of public policy and institutional

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policy intervention. These policies would favour OER and open educational practices (OEP) in
breaking away from individualistic or closed group settings to become mainstream in higher
education and adult learning institutions.
2. The report also points to a great awareness amongst educational professionals for the
importance of public policies to further OER developments. This awareness is a notorious
fact not only among educational policy makers but equally across the four educational roles
targeted by the OPAL survey. Whenever rating the relevance of specific areas for policy
intervention, a clear majority of respondents provided positive or very positive scores.
B. Institutional support strategies are fostering open educational practices:
1. Institutional support/recognition concerning OER projects/ initiatives is demanded by
educational professionals and by higher education policy makers.
2. The support for localisation/ adaptation/translation of existing OER and a support in
implementing appropriate licensing schemes regarding copyright are viewed as very
important to facilitate the usage of OER, whereas infrastructure, access and availability are
seen as necessary conditions but not as critical success factors any longer in institutions.
3. The promotion of quality assurance for OER is views as necessary and receive a very high
rating. Respondents mark this requirement as very important particularly in the perspective
of the higher education policy sector.
C. Networks of Innovation play an important role for shaping OER developments and open
educational practices
1. As a supporting factor to the use of OER, 54.0% of all respondents stated that a partnership
with other organisations existed in the three varying degrees presented in the question. The
prevalence of such partnerships augments from the lowest values registered for
organisation-wide implementation to the highest values recorded for the existence of
individual efforts (with the exception of adult learning, where the implementation category
in some departments/units supersedes the individual efforts).
2. As a pointer for future work, it seems a timely suggestion that in future OER related support
initiatives focus their attention more on partnerships with other institutions to various other
forms of networks of innovation, and also including perceptions regarding their potential
value in moving forward both effective OEP and enabling communities of practice shaped
around collaborative OEP.
D. Specific quality assurance processes for OER are viewed necessary
1. For higher education and adult learning, there is a prevalent notion that there are no specific
quality assurance processes in place for OER, totalling 31.8% of all responses, followed by the
item indicating individual efforts. The least represented item regards the implementation of
OER quality assurance processes across the organisation, with only 8.1% of all responses.
This pattern is fairly identical in both sectors, with the exception of adult learning, where
individual efforts rank higher and the non-existence of quality assurance processes ranks
lower.

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Diagram 1 – Specific quality assurance processes for OER
E. Open educational practices are supported through cultures of innovation and in turn provide
innovation in organisations
1. The evidence of the existence of cultures of innovation, both within organisations and
regarding individual’s practices, is of particular interest for OPAL, in that OER and OEP are
closely associated with pursuing new forms of facilitating learning for individuals and
customising learning resources to the particular needs of the individual learner.
2. In the view of the respondents, the use of OER stimulates improves the quality of education,
leads to pedagogical changes and increases the participation of learners in educational
scenarios. The use of OER leads to new pedagogical practices
3. By way of conclusion, there is a clear positive opinion in all education roles and across the
two sectors surveyed that the use of OER and the implementation of OEP lead to innovations
in pedagogical terms, in learning strategies and at institutional level. It should be stressed
also that there is a recognition that such innovation poses challenges to organisations, and
institutional leaders seem to be quite aware of this.
Not ex isting;
130; 31. 8%
Individual
efforts ex ist;
105; 25. 7%
Implemented
in som e
departments/
units; 42;
10.3%
Implemented
organisation-
w ide; 33;
8.1%
No reply ;
99; 24. 2%

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Chapter I – Background of the Study
Although open educational resources (OER) are high on the agenda of social and inclusion policies
and supported by many stakeholders of the educational sphere, their use in higher education (HE) and
adult education (AE) has not yet reached the critical threshold which is posing an obstacle to a
seamless provision of high quality learning resources and practices for citizens‟ lifelong learning
efforts. This has to do with the fact that the current focus in OER is mainly put on building more
access to digital content. There is little consideration of whether this will support educational
practices, promote quality and innovation in teaching and learning. To provide educational
opportunities for all citizens we suggest therefore, extending the focus beyond 'access' to 'innovative
open educational practices' (OEP).
Many well-known OER initiatives such as MIT‟s Open Course Ware (OCW), Stanford‟s iTunes or
Rice University‟s Connexions have been funded and are now coming into their sustainability phase.
Funding in many cases cannot be cannot be relied on for ongoing development and operations. Until
now OER have been in development and use, often pioneering, since 2002. Roger‟s technology
adoption lifecycle would suggest that OER have come through the innovation phase, are striving for
adoption, and aspire to cross into early majority (Rogers, 1983).
In an analysis of publicly funded and foundation funded OER initiatives worldwide Stacey (2010)
shows that focus of current well known OER initiatives is on creation and publication of OERs. Use
and reuse are still somewhat underrepresented; strategic aspects like business models, incentive
strategies for creation use and reuse are not broadly touched upon.1 In this situation, a model of factors
which outlines the surrounding and influencing factors for the creation, use, sharing and reuse of OER
for individuals, organisations and policy is indispensible. Such a model has to suggest the shift from a
phase in which the preliminary focus was on opening access to resources to a phase in which the
primary aim is to embed OER into learning and teaching practice.
The OER movement has been successful in promoting the idea that knowledge is a public good,
expanding the aspirations of organisations and individuals to publish OER. However as yet the
potential of OER to transform practice has not being realised. There is a need for innovative forms of
support for the creation and evaluation of OER, as well as an evolving empirical evidence-base about
the effectiveness of OER. However, recognition of the importance of investment and effort into
promotion of the use and uptake of OER is evident is the prominence given to OER developments in a
recent major report on Cyberlearning, commissioned by the National Science Foundation (NSF,
2008). One of the five higher-level recommendations in the conclusion to the report is to „adopt
programs and policies to promote Open Educational Resources.‟
The main properties of OER are: free access „enabled by information and communication
technologies‟ and a „non-commercial purpose‟ (UNESCO 2002, p.24). OER is intended to make
“high-quality educational material freely available worldwide in many languages”. (Keller and
Mossink, 2008). McAndrew and Santos (2009) argue that despite some terminological differences
(Hylén, 2006) open educational resources are largely digital assets (music, images, words, animations)
put together into a logical structure by a course developer who has attached an open license to it. In
other words, the content is openly available (it can readily be found or discovered), is openly
accessible (it is in a form which others can take it away) and openly re-usable (the user can easily
1 Stacey, P. (2010). Foundation Funded OER vs. Tax Payer Funded OER - A Tale of Two Mandates. In Open ED
2010 Proceedings. Barcelona: UOC, OU, BYU. [Accessed: dd/mm/yy].< http://hdl.handle.net/10609/5241>]

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modify it and is allowed under the license to do certain things with it without having to ask the
creator‟s permission first).
From the current research into the field of OER we can deduce that up to now a main focus has been
on building access to OER, building infrastructure, tools and repositories. On policy level this can be
viewed through public funding schemes (analysed by Stacey 2010) and on private level through
private foundation funding (ibid.) We conclude that OER is currently in an intermediate phase which
we would like to call phase 1, which focuses on creation and open access.
Phase two is about using OER in a way that learning experiences improve and educational scenarios
are innovated. It is about quality and innovation. It is the next phase in OER development which will
see a shift from a focus on resources to a focus on open educational practices. These comprise a
combination of open resources use and open learning architectures to transform learning into 21st
century learning environments in which universities‟, adult learners and citizens are provided with
opportunities to shape their lifelong learning pathways in an autonomous and self-guided way. Phase 2
is characterized by the following aspects:
• Bilds on OER
• Goes beyond access into open learning architectures
• Focus: learning as construction + sharing
• Quality improvement through external validation
• Change of educational cultures
• OER as value proposition for Institutions
OEP are defined as practices which support the (re)use and production of OER through institutional
policies, promote innovative pedagogical models, and respect and empower learners as co-producers
on their lifelong learning path. OEP address the whole OER governance community: policy makers,
managers/ administrators of organisations, educational professionals and learners.
The presented study is starting from this point. It is called “Beyond OER” because it shows that
stakeholders of OER are concerned about OER beyond access and are striving to find solutions how
to mainstream OER. It shows that trust has to be built and that it is necessary to find ways how to
build quality learning experiences and innovation. The study is investigating the current use and the
perceived quality of OERs. It is furthermore making the next step and is investigating the second
phase: How do educators use OER in practice? What are their attitudes? Do organisational leaders
understand the importance to shift from a resource focus to a practice focus?

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Chapter II – Methodological Design of the Survey
A. Objective of the Survey
The survey research is intended to carry out a quantitative study on the use of Open Educational
Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning
Institutions. The activity was carried out as an online survey available in four languages (EN, ES, FR
and PT) covering more than 8 EU countries2. It is part of the OPAL initiative, the Open Educational
Quality Initiative which has been designed to map the use of OER and to find out the extent to which
they contribute to improve the quality of educational practices. Furthermore, the survey researches
the impact of OER and OEP on changing learning scenarios and educational institutions and looks at
the strategies of policy makers and institutional leaders to support OEP in their regions and
institutions. Thus, the survey elicits quantitative information from four educational stakeholder
groups:
 Educational Policy Makers
 Managers/Administrators (also institutional policy makers)
 Educational Professionals
 Learners
The main conceptual definitions inspiring the survey design, implementation and processing are:
 Open Educational Practices (OEP) are a set of activities around instructional design and
implementation of events and processes intended to support learning. They also include
the creation, use and repurposing of Open Educational Resources (OER) and their
adaptation to the contextual setting. They are documented in a portable format and
made openly available.
 Open Educational Resources are digital materials for educators and learners to be used
and/or reused for teaching, learning and research that reside in the public domain or
have been released under an intellectual property license that permits their free use or re-
purposing by others.3
The definition of Open Educational Resources (OER) includes:
1. Open courseware and content.
2. Open software tools (e.g. learning management systems).
3. Open material used for the e-learning capacity building of educational professionals.
4. Repositories of learning objects.
5. Free educational courses.
The survey targets adult education institutions as well as higher education institutions. Within these
Educational sectors the survey addresses the stakeholders which are listed in table 1.1. below.
2 The questionnaires are available in Annex 4.
3 Based on the definitions provided in OECD-CERI, Giving Knowledge for Free, 2007, p. 30, and in Atkins, D., Seely Brown, J.,
Hammond, A., A review of the Open Educational Resources movement: Achievements, challenges and new opportunities ,
2007, p. 8).

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Table 2.1 – Survey stakeholders
Level
Higher education
Adult learning
Policy maker level
European, national, regional, local (communal)
European, national, regional, local (communal)
Management and
administration
level
Rectors/ Vice-chancellors of higher education
institutions, heads of administration, leaders
of technical departments, institutional policy
makers, intellectual property experts
Directors of Adult Learning Centres (ALCs) or
initiatives, leaders of administrative units
within adult learning centres, leaders of
technical departments within ALCs,
institutional policy makers, intellectual
property experts
Educational level
(teachers,
professors,
curriculum
designers, etc.)
Teachers, professors, curriculum designers,
learning material designers, assessors and
validators of learning, teacher trainers,
pedagogical advisors and consultants, support
staff related to educational processes,
technical editors converting materials into
online format, quality assurance professionals,
etc.
Teachers, facilitators (also learners can
become teachers in adult learning), material
and curriculum designers, validators/
assessors, teacher trainers, pedagogical
support staff, advisors, technical editors
converting materials into online format,
quality assurance professionals, etc.
Teaching and
learning level
Students in formal learning contexts, lifelong
learners, informal learners
Students in formal learning contexts, lifelong
learners, informal learners
Although the survey has been open and answered by the international community of OER actors, the
main respondents came from the following countries: Germany, UK, Portugal, Finland, Spain, France,
The Netherlands, Ireland. Furthermore respondents came from the EU countries at large and others
regions, as well (open to any respondents from all regions and countries).
The field phase of the survey has been from mid-July 2010, when the first invitations were sent out,
to 30 September 2010.
B. Research Questions and Models
Our point of departure rests on the assumption that Open Educational Resources (OER) are
generating innovative practices – Open Educational Practices (OEP) – both in higher education and
adult learning.
Furthermore, for this strategic change to become effective and sustainable, and concurrently to
leverage the mainstreaming of generative OEP, our survey research addresses three macro
conditions and three micro attributes. The survey is also directed at portraying actual practices and
modalities of OEP within the multitude of higher education institutions and adult learning
organisations that were selected as its focus of attention. Under these broad presuppositions the
analysis of the data generated by the survey will take in account the following three analytical
categories and respective sub-categories:
1. Macro level conditions
a) Public policies
b) Networks of innovation
c) OER supply
2. Micro level attributes
a) Contexts
a.1 - Cultures of innovation

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a.2 - Institutional policies
a.3 - Infrastructures
b) Representations
c) Attitudes
3. Practices
The survey research was conducted in order to ascertain that these premises find support in
quantitative field evidence. Moreover, the online survey aimed at gaining insights into the above-
mentioned conditions and attributes that enact or obstaculise OEP uptake in concrete learning and
teaching environments. Thus, a first layer of data interpretation will address each of the macro
conditions and micro attributes listed above. A second layer will search for insights on actual
practices undertaken in the higher education and adult learning institutions.
C. Models for in-depth analysis of key issues
The concrete design of an analytical model geared at cross-tabulations and in-depth interpretations,
stemming from the survey data, is largely dependent upon the adequate selection of core variables
(DV and IV) that embody the main intuitions/queries of the entire OPAL researcher team.
Diagram 2.1 – Analytical model: use of OER
In order to allow a better insight on possibilities and paths conducive to an in-depth analysis the
model that follows plays an exploratory role to exemplify the complexities involved in such and
endeavour. In this tentative exercise we research possible correlations – distinguishing between co-
directionality and causality in regression analysis – involving three variables that were extensively

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inquired via the survey: practices (use of OER), attitudes and representations. A first order – more
complex – model is depicted in the above diagram. A second order model – simplified version of the
first – that can undergo an immediate feasibility test is represented in the following diagram (2.2).
This second methodological concept is what we consider an intermediate model insofar as its
implementation is likely to enlighten the robustness of the main model to explain OER uses and
practices (OEP). Notwithstanding its ambition this intermediate version follows a selective, direct and
intuitive approach in processing the wealth of empirical data made available by the survey.
Diagram 2.2 – Intermediate model (second order)
The simplified plan consists in applying the same model of analysis by aggregating both survey
targets: AE and HE. In other words, save all analyses in syntax and repeat them:
• in each of the surveys (HE and AE);
• within each survey, in each target group, when the filter does not select automatically.
Five work hypotheses would be probed under this plan:
H1: Representations of OER (Open Educational Resources) influence their use.
– H1.1. The more the users represent OER as pertinent, useful, of quality and having a relevant
pedagogical function, the higher the tendency to use them.
H2: Attitudes vis-a-vis OER influence their use.
– H2.1. The more open and confident the attitudes, the higher the use of OER.

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H3: Representations and attitudes vis-a-vis OER are very much correlated: more open attitudes
correlate positively with representations of OER as pertinent, useful, quality and necessary resources.
H4: The country of origin of the respondent influences his/her position vis-a-vis OER, v.g., as regards:
– Representations
– Attitudes
– Practices
H5: The type, dimension and characteristics of the educational institution in terms of OER influence
the position vis-à-vis OER, as regards:
– Representations
– Attitudes
– Practices
D. Dimensions and Metrics of Key Vriables
Let us now take each of the three key variables retained to characterize both the dimensions elicited
and the related metrics.
(i) Representations: identification of possible dimensions.
– Use (Q4.1)
– Pertinence (Q4.2)
– Utility (Q4.3)
– Quality (Q3.3.)  only p policy makers, managers e learners (has filter)
– Impact (Q3.1) only p managers, educational professionals e learners (has filter)
– Barriers to use (Q4.4.)
Methods:
– ACP to identify the dimensions; varimax rotation to emphasise the differences
between dimensions.
– Validating and building indexes, on the basis of the mean of responses (if validated).
– These new variables become IVs of uses and DVs of the variables in green, in the
diagrams.
(ii) Attitudes: identification of possible dimensions.
– Vis-a-vis the use of OER (Q.3.2)
Methods:
– ACP to identify dimensions; varimax rotation to accentuate the differences between
dimensions.
– Validating and building indexes, on the basis of the mean of responses (if validated).
– These new variables become IVs of uses and DVs of the variables in green, in the
diagrams.
(iii) Uses or Practices: identification of possible dimensions.
– Frequency (Q2.1)  for all
• Correlations
• If validated, index on the basis of the sum of the mean of the responses

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– Type (Q2.2.)  only p learners and educational professionals (has filter)
• It is multiple; better to treat it as dichotomic (in VD)?
– Objectives (Q.2.3)  only p educational professionals (has filter)
• It is multiple. Aggregate the items according to a substantive criterion:
– Items focused on the teacher: 1, 2, 4, 6
– Items focused on the student: 4 e 5
– Cumulative indexes?
(iv) Structural variables:
– Country of origin of the respondent
• Aggregate in a dichotomy, opposing EU countries and Others
(v) Institutional variables:
– Type of institution (Q1.5)
– Dimension of the institution (Q1.6)
– Characteristics of the type of OER supply (Q1.8 and Q1.9)
E. Methodologies
In order to allow an in-depth probe of each of the five work hypothesis listed under point C diverse
statistical methodologies will undergo testing.
H1:
After identifying and validating the possible dimensions of representations, these new reduced
variables may relate to uses, through:
- Correlations (with Q1.6)
- Tests on means, for two (T) and more samples (ANOVA) (Q1.5, Q1.8 and Q1.9)
H2:
After identifying and validating the possible dimensions of attitudes, these new reduced variables
may relate to uses through:
- Correlations (with Q1.6)
- Tests on means, for two (T) and more samples (ANOVA) (Q1.5, Q1.8 and Q1.9)
H3:
The new variables pertaining to attitudes and representations may relate through:
- Correlations
H4 and H5:
- Crossing
- Correlations
- Tests on means (T and ANOVA), by reason of the nature of the DV.
F. Final Model: Explaining the Use of OER
• Multiple Linear Regression (MLR), in the event of sufficient cases; in the event of very low
numbers, remain at exploratory level – ACPs, correlations.
• Multistage MLR, enter method (regular), with the following IVs coming in order:
• Structural variables (country)
• Institutional variables
• Representations
• Attitudes
• VD: Index of Uses or Practices with Q2.1 (the only item that is responded by all).

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The OPAL Report 2011
17
Chapter III – Profile of the Respondents
Section I of both survey questionnaires – targeting higher education and adult learning, respectively
– focused on gathering information to characterize the respondents, while maintaining their full
anonymity.
A. Language
Respondents had the choice of completing the survey in one of four language versions. Their choice
favoured English (61.5% of all respondents), followed by Portuguese (24.7%), French (8.3%) and
Spanish (5.5%).
Diagram 3.1.a – Survey language used by the respondents
Diagram 3.1.b – Survey language used by the respondents
Breakdown per sector
Spanish; 26;
5.5%
Portuguese;
116; 24.7%
French; 39;
8.3%
English; 289;
61.5%
57
6
16
32
111
232
20
23
84
359
0% 20% 40% 60% 80% 100%
English
Spanish
French
Portuguese
Total
Adult learning Higher education

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18
B. Country of work or study
Question 1.1 inquired about the country of work or study of the respondents. 78.7% of the
respondents stated the country where they work or study is a member of the European Union, while
21.3% are from outside the EU.
Diagram 3.2.a – Country where respondents work or study
European Union versus other countries
Diagram 3.2.b – Country where respondents work or study – European Union versus other countries
Breakdown per sector
The breakdown of respondents per EU Member State is shown in the following table.
Table 3.1.a – Country where respondents work or study
Breakdown per EU Member State
Country
Frequency
Higher education
Adult learning
Portugal
118
32
United Kingdom
67
4
Finland
39
7
France
21
9
Germany
20
5
Italy
19
Spain
18
3
Romania
14
Bulgaria
12
Netherlands
11
1
Belgium
6
Greece
5
Ireland
5
Austria
4
Hungary
3
Others; 100;
21.3%
European
Union; 370;
78.7%
61
50
111
238
121
359
0% 20% 40% 60% 80% 100%
European Union
Others
Total
Adult learning Higher education

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The OPAL Report 2011
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Country
Frequency
Higher education
Adult learning
Sweden
2
Denmark
1
Lithuania
1
Malta
1
Poland
1
Slovakia
1
Slovenia
1
Countries outside the European Union
100
50
Total
470
111
Table 3.1.b – Breakdown per country outside the European Union
Country
Frequency
India
10
Canada
8
Norway
8
United States
8
Nigeria
5
Australia
3
Brazil
3
Chile
3
Macedonia, the former Yugoslav Republic of
3
Malaysia
3
Albania
2
Argentina
2
Bangladesh
2
Botswana
2
Colombia
2
Côte d'Ivoire
2
Indonesia
2
Morocco
2
Philippines
2
South Africa
2
Thailand
2
Afghanistan
1
Benin
1
Costa Rica
1
Croatia
1
Djibouti
1
Egypt
1
Ethiopia
1
Guyana
1
Haiti
1
Hong Kong
1
Iran, Islamic Republic of
1
Jamaica
1
Kuwait
1
Mauritius
1
Moldova, Republic of
1
New Zealand
1
Nicaragua
1
Qatar
1
Russian Federation
1

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The OPAL Report 2011
20
Country
Frequency
Saudi Arabia
1
Switzerland
1
Tunisia
1
Turkey
1
Venezuela, Bolivarian Republic of
1
Zimbabwe
1
Total
101
Diagram 3.3 – Country where respondents work or study
Breakdown of non-EU countries per continent
C. Age and gender
Question 1.2 asked about the age and gender of the respondents. Overall, as well as per sector, the
majority of respondents is concentrated in the age groups 40-49, 30-39 and 50-59.
Diagram 3.4.a – Age of the respondents
European Union versus other countries
Asia; 28;
27.7%
North
America; 19;
18.8%
South
America; 13;
12.9%
Oceania; 4;
4.0%
Africa; 20;
19.8%
Europe; 17;
16.8%
30-39; 122;
26.0%
50-59; 111;
23.6%
Ov er 69; 4;
0.9%
60-69; 39;
8.3%
40-49; 145;
30.9%
Below 29; 49;
10.4%

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21
Diagram 3.4.b – Breakdown per sector
As to the gender of the respondents, there is a balance, both when considering all respondents and
when analysing their distribution by sector.
Diagram 3.5.a – Gender of the respondents
Diagram 3.5.b – Breakdown per sector
D. Educational Roles
Question 1.3 asked the respondents to select one of the following educational roles:
10
25
37
25
14
0
111
39
97
108
86
25
4
359
0% 20% 40% 60% 80% 100%
Below 29
30-39
40-49
50-59
60-69
Ov er 69
Total
Adult learning Higher education
Female; 227;
48.3%
Male; 243;
51.7%
59
52
111
184
175
359
0% 20% 40% 60% 80% 100%
Male
Female
Total
Adult learning Higher education

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The OPAL Report 2011
22
 Educational policy maker at a European/international level (e.g. European Parliament,
European Commission), at a national level (e.g. national government, or ministry), at a
regional or local level (e.g. municipality, local government);
 Institutional policy maker, or involved in the management or administration of an
educational organisation (manager, administrator);
 Educational professional in an educational organisation (professor, teacher, curriculum
designer, learning technology specialist, trainer, etc.);
 Learner.
The reply to this question, in combination with the reply to question 1.4, dictated the questionnaire
that would be subsequently presented to the respondents.
A clear majority of respondents belong to the educational professional role (68%), followed by the
institutional policy maker/manager role (19%), the learner role (9%) and, last, the educational policy
role (4%). A similar pattern emerges in the sector breakdown of the replies.
Diagram 3.6.a – Educational role of the respondents
Diagram 3.6.b –Breakdown per sector
Learner; 44;
9.4%
Institutional
policy maker;
87; 18.5%
Educational
professional;
322; 68.5%
Educational
policy maker;
17; 3. 6%
6
31
70
4
111
11
56
252
40
359
0% 20% 40% 60% 80% 100%
Educational policy
maker
Institutional policy
maker/ Manager
Educational professional
Learner
All roles
Adult learning Higher education

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23
E. Primary area of interest
Question 1.4 asked respondents to choose between higher education and adult learning as their
primary area of interest, meaning whether respondents were enrolled in, or worked for, a higher
education establishment (university, technical college, etc.), or an adult learning institution, or still if
they were engaged in policy making in one of the sectors provided.
Higher education respondents account for over ¾ of the sample while adult learning provided the
remaining of those surveyed.
Diagram 3.7 – Primary area of interest (sector) of the respondents
F. Status of the institution
Questions 1.5 to 1.10 were directed at the characterization of the institution where respondents
work or study.
When queried about the status of their institution – whether public, private not-for-profit or private-
for-profit – the majority of respondents (71%) stated their institution was public. The not-for-profit
institutions provide about twice as much respondents as those coming from the profitable private
sector.
Diagram 3.8.a – Status of the respondents' institution
Adult
Learning;
111; 23.6%
Higher
Education;
359; 76.4%
Priv ate not-for-
profit; 90;
19.1%
Priv ate for-
profit; 46;
9.8%
Public; 334;
71.1%

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24
Diagram 3.8.b –Breakdown per sector
G. Size of the institution
The characterization of the size of the institution (in terms of learners) was the object of question
1.6, addressed to all but the educational policy makers (mandatory response for those). 49% of
respondents work or study in educational institutions with over 5,000 learners, followed by 22% in
institutions with between 1,001 and 5,000 learners.
These figures mean that the heavy majority of respondents come from large and very large
institutions: in total, over 70% of the sample.
Diagram 3.9.a – Size of the respondents' institution (no. of learners)
58
30
23
111
276
60
23
359
0% 20% 40% 60% 80% 100%
Public
Priv ate not-for-profit
Priv ate for-profit
Total
Adult learning Higher education
More than
5000; 233;
49,6%
No reply ; 17;
3,6%
Do not know ;
28; 6, 0%
501 to 1000;
39; 8, 3%
1001 to 5000;
103; 21, 9%
Less than
500; 50;
10,6%

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25
Diagram 3.9.b –Breakdown per sector
H. Location of the institution
Concerning the location of the respondents’ mother institution (Q1.7), Portugal, UK and Finland cater
for about one half of the total sample. In the remaining list of origins, France, Germany, Italy and
Spain account for the next cohort of leading countries of respondents’ institution. Finally, the non-EU
countries account for 21% of the total institutions sampled.
The next table offers a detailed picture of the countries where the institution is located, broken down
by sector.
Table 3.2 – Country of the respondents' institution
Higher education
Adult learning
Portugal
117
30
United Kingdom
66
4
Finland
39
7
France
19
8
Germany
19
4
Italy
19
Spain
16
3
Romania
14
Bulgaria
11
Netherlands
10
1
Belgium
5
Greece
5
Ireland
4
Austria
3
Hungary
3
Sweden
2
Denmark
1
Lithuania
1
Malta
1
Poland
1
Slovakia
1
Slovenia
1
Countries outside the European Union
95
48
No replies
17
6
Sub-total
470
111
Total
581
34
19
21
25
6
6
111
16
20
82
208
22
11
359
0% 20% 40% 60% 80% 100%
Less than 500
1001 to 5000
Do not know
Total
Adult learning Higher education

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26
I. Kind of education offered by the institution
With regard to the kind of education offered by the institution, respondents were asked in question
1.8 (mandatory for all but educational policy makers) to indicate whether it delivers online and/or
distance education/training, conventional (e.g., face-to-face, campus-based) or mixed
education/training provision. Half of the respondents stated their institution offered mixed provision,
followed by traditional provision, with 37% of the responses.
Diagram 3.10.a – Kind of education offered by the respondents' institution
Diagram 3.10.b –Breakdown per sector
J. OER programmes or initiatives in the institution
Question 1.9 (mandatory for all but educational policy makers) inquired about the existence of OER
programmes or initiatives in the respondents’ institutions. 36.4% of respondents replied
affirmatively, and 30.4% negatively. It should be noted that a total of 33.2% of respondents claimed
not to be aware of such programmes or did not reply. When taking the two sectors into
consideration, the frequency of negative replies is higher in adult learning.
Traditional
(Campus -
based); 175;
37,2%
No reply ; 17;
3,6%
Mix ed; 234;
49,8%
Online (also
Distance
Education);
44; 9, 4%
13
31
61
6
111
31
144
173
11
359
0% 20% 40% 60% 80% 100%
Online (also Distance Education)
Traditional (Campus-based)
Mix ed
No reply
Total
Adult learning Higher education

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The OPAL Report 2011
27
Diagram 3.11.a – Existence of OER programme or initiative in the respondents’ institution
Diagram 3.11.b –Breakdown per sector
For the respondents who replied positively to this question, question 1.10 (not mandatory) invited
respondents to provide information about the websites of their OER programme(s)/initiative(s).
Overall, 16.4% of respondents provided that information (95 replies), evenly distributed in
proportion by sector: 16.4% of respondents from higher education (77 replies) and 16.2% from adult
learning (18 replies).
No; 143;
30.4%
No reply ; 17;
3.6%
Do not know ;
139; 29.6%
Yes; 171;
36.4%
38
45
22
6
111
133
98
117
11
359
0% 20% 40% 60% 80% 100%
Yes
No
Do not know
No reply
Total
Adult learning Higher education

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28
Chapter IV – Survey Data Analysis
This chapter addresses the analytical categories elicited in the framework of the research questions
set out for interpretation in Chapter 2 of the present report. In particular it will process the sample
data for each of the three macro level conditions as well as for four the micro level attributes.
A. MACRO LEVEL ANALYSIS
1. Public Policies
The first macro level condition of our research model deals with the opinion of respondents
regarding the role of public policies in the domains of OER and OEP.
1. One question encompassing a set of three sub-questions addresses the level of public policies that
respondents feel are necessary with regard to OER. In the following paragraphs we analyse the sub-
questions, individually taken, one at a time.
Educational policy makers; institutional policy makers; educational professionals: This question is
about the level of public policies that are needed around OER. Please rate the following statements:
1. The public policies only need to support the access to and availability of OER in higher education
institutions/adult learning organisations.
2. There is a need for specific public policies to support and regulate the use of OER in higher
education institutions/adult learning organisations.
3. Public policies are necessary to support skill development for open educational practices of
educational professionals and institutional leaders.
1.1. Public policies only need to support the access to and availability of OER
Taking into consideration valid responses for the two questionnaires, 52% of respondents strongly
agree and agree with the statement (corresponding to 41% of all respondents of the three target
groups presented with this question).
Diagram 4.1.a – Public policies only need to support the access to and availability of OER
Agree; 122;
28.6%
Strongly
disagree; 26;
6.1%
No reply ; 99;
23.2%
Disagree;
129; 30.3%
Strongly
agree; 50;
11.7%

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29
Diagram 4.1.b – Higher education
Diagram 4.1.c – Adult learning
There is a similar trend of agree and disagree responses given by higher education alone respondents
about the scope of intervention of public policies. Combined strongly agree and agree responses add
up to 54.3% of valid responses (corresponding to 42.0% of the three target groups presented with
this question), whilst combined disagree and strongly disagree responses barely reach 45.7% of valid
responses (corresponding to 35.4% of the three target groups).
However, data from adult learning alone respondents show a different picture: combined strongly
agree and agree responses provide a total of 47.5% valid responses (35.5% of the three target
groups), whilst combined disagree and strongly disagree responses hit a higher figure, circa 52.5% of
valid responses (corresponding to 39.3% of the three target groups).
Diagram 4.2.a – Public policies only need to support the access to and availability of OER
Higher education – Breakdown per educational role
Agree; 95;
29.8%
Strongly
disagree;
17; 5. 3%
No reply ;
72; 22. 6%
Disagree;
96; 30. 1%
Strongly
agree; 39;
12.2%
Agree; 27;
25.2%
Strongly
disagree;
9; 8. 4%
No reply ;
27; 25. 2%
Disagree;
33; 30. 8%
Strongly
agree; 11;
10.3%
39
1
9
29
95
5
14
76
96
2
16
78
17
0
3
14
247
3
14
55
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.2.b – Adult learning – Breakdown per educational role
Therefore, while overall data suggest that respondents do not see a need for public policies to
support access to and availability of OER, respondents from the adult learning sector seem to favour
a larger role of public policies in support of OER.
1.2. Need for specific public policies to support and regulate the use of OER
Valid responses for both questionnaires show that 75% of respondents strongly agree or agree with
the statement proposed (58% of all respondents of the three educational groups surveyed). These
results support the results from the previous sub-question, insofar that reactions to sub-question 2
call for wider public policy interventions.
Diagram 4.3.a – Need for specific public policies to support and regulate the use of OER
11
0
4
7
27
1
5
21
33
1
12
20
9
1
3
5
27
3
7
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree No reply
Agree; 159;
37.3%
No reply ; 97;
22.8%
Strongly
disagree; 19;
4.5%
Disagree; 64;
15.0%
Strongly
agree; 87;
20.4%

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Diagram 4.3.b – Higher education
Diagram 4.3.c –Adult learning
The same trend favouring specific policies to support and regulate the use of OER is consistently
detected in the analysis of each sector, when data is shown separately by cluster.
Diagram 4.4.a – Need for specific public policies to support and regulate the use of OER
Higher education – breakdown per educational role
Diagram 4.4.b – Adult learning – breakdown per educational role
Agree;
117;
36.7%
Strongly
disagree;
15; 4. 7%
No reply ;
71; 22. 3%
Disagree;
55; 17. 2%
Strongly
agree; 61;
19.1%
Agree; 42;
39.3%
No reply ;
26; 24. 3%
Strongly
disagree;
4; 3. 7%
Disagree;
9; 8. 4%
Strongly
agree; 26;
24.3%
61
4
9
48
117
4
21
92
55
11
44
15
3
12
71
3
12
56
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree N o reply
26
0
5
21
42
3
18
21
9
0
2
7
4
0
0
4
26
3
6
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree N o reply

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32
1.3. Public policies are necessary to support skill development for open educational practices of
educational professionals and institutional leaders.
When inquired about the need for public policies aimed at supporting skill development, the vast
majority of respondents strongly agrees and agrees with this statement, totalling 69.9% of all
responses from the three educational groups surveyed. As with sub-question 2, data here would
seem to contradict the results of sub-question 1. Thus, a similar comment is possible concerning the
specific wording adopted for sub-question 1.
Diagram 4.5.a – Need for public policies to support skill development
Diagram 4.5.b – Higher education
Diagram 4.5.c –Adult learning
The same trend can be observed when analysing responses sector by sector, as results from the
breakdown of data provided in the two following diagrams.
Agree; 165;
38.7%
No reply ; 95;
22.3%
Strongly
disagree; 5;
1.2%
Disagree; 28;
6.6%
Strongly
agree; 133;
31.2%
Agree;
133;
41.7%
Strongly
disagree;
4; 1. 3%
No reply ;
69; 21. 6%
Disagree;
23; 7. 2%
Strongly
agree; 90;
28.2%
Agree; 32;
29.9%
No reply ;
26; 24. 3%
Strongly
disagree;
1; 0. 9%
Disagree;
5; 4. 7%
Strongly
agree; 43;
40.2%

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33
Diagram 4.6.a – Need for public policies to support skill development
Higher education – Breakdown per educational role
Diagram 4.6.b – Adult learning– Breakdown per educational role
2. Educational policy makers alone were queried about the relevance of eight supporting factors for
OER.
Educational policy makers: In your opinion, and from a policy perspective, how relevant are the
following aspects in support of the effective use of OER in higher education/adult learning?
1. Support for OER promotion/awareness building.
2. Institutional support/recognition concerning OER projects/ initiatives.
3. Support for localisation/ adaptation/translation of existing OER.
4. Support in implementing appropriate licensing schemes regarding copyright.
5. Promotion of quality assurance for OER.
6. Access to appropriate technology/infrastructure.
7. Promotion of guidelines/standards for OER creation and use.
8. Provision of financial/sustainability support.
2.1. Support for OER promotion/awareness building
This item was positively rated by the two sectors in a robust and consistent way. The fact that 100%
of the valid universe of respondents concurs that OER promotion/ awareness building is very
90
5
19
66
133
3
21
109
23
3
20
4
1
3
69
3
12
54
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree N o reply
11
0
4
7
27
1
5
21
33
1
12
20
9
1
3
5
27
3
7
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree No reply

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The OPAL Report 2011
34
important or important is an unequivocal signal given both to policy makers and to institutional
decision makers.
Diagram 4.7 – Support for OER promotion/awareness building
2.2. Institutional support/recognition concerning OER projects/ initiatives
This item of the questionnaire was on the whole positively rated, being regarded as very important
by higher education policy makers.
The responses given to this question are totally coherent with the results of the previous item.
Diagram 4.8 – Institutional support/recognition concerning OER projects/ initiatives
2.3. Support for localisation/ adaptation/translation of existing OER
It is interesting to observe that educational policy makers align in favour of some form of local
adjustment of OER to enable uptake and use. The important rating especially from higher education
policy makers expresses a very significant demand.
0
0
2
2
2
6
0
0
4
4
3
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Total
Adult learning Higher education
3
1
2
0
0
6
0
0
2
6
3
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Total
Adult learning Higher education

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Diagram 4.9 – Support for localisation/ adaptation/translation of existing OER
2.4. Support in implementing appropriate licensing schemes regarding copyright
The scores register a fairly even rating, covering the entire range from unimportant to very
important, and including an absence of opinion.
Diagram 4.10 – Support in implementing appropriate licensing schemes regarding copyright
2.5. Promotion of quality assurance for OER
Quality concerns regarding easily available and readily accessible OER receive a very high rating.
Respondents mark this requirement as very important particularly in the perspective of the higher
education policy sector.
0
0
4
0
2
6
0
1
3
4
3
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Total
Adult learning Higher education
0
2
1
1
2
6
0
3
3
2
3
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Total
Adult learning Higher education

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Diagram 4.11 – Promotion of quality assurance for OER
2.6. Access to appropriate technology/infrastructure
Again this item that raises infrastructural pre-conditions is considered by most respondents as
important or very important.
By the same token, and consistently, higher education reveals a greater awareness than adult
education on the generic enablers that foster a rapid uptake of OER.
Diagram 4.12 – Access to appropriate technology/infrastructure
2.7. Promotion of guidelines/standards for OER creation and use
Once more, responses show the same pattern. Guidelines and standardisation are deemed important
and very important by respondents, being the latter rating emphasised by higher education officials.
0
0
0
4
2
6
0
0
4
4
3
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Total
Adult learning Higher education
0
0
3
1
2
1
0
4
3
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Adult learning Higher education

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
37
Diagram 4.13 – Promotion of guidelines/standards for OER creation and use
2.8. Provision of financial/sustainability support
In accordance with the high scores granted to the necessity of enacting appropriate incentives to the
dissemination and uptake of OER, financial support is deemed important and very important by the
majority of policy makers surveyed. Again, the relative weight of very positive responses is skewed
toward the higher education sector.
Diagram 4.14 – Provision of financial/sustainability support
When appraising the whole set of policy areas addressed by the eight statements that made up this
question, it can be concluded that, although the number of respondents was relatively narrow, there
is a clear positive trend in favour of educational policies that address the particular areas targeted by
each statement.
This trend is very coherently upheld when breaking down the responses given by the two sectors
covered in the survey, with a consistent predominance of respondents coming from the realm of
higher education.
0
0
3
1
2
0
1
3
3
4
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Adult learning Higher education
0
0
4
0
2
0
0
5
3
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Very unimportant
Unimportant
Important
Very important
No reply
Adult learning Higher education

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
38
3. Educational professionals were asked for their opinion on another statement that can be linked to
public policies.
Educational professionals: How would you rate the following statements?
8. In order to stimulate the use of OER, specific skill support is needed.
Agree and strongly agree were the majority opinions retained by educational professionals, with a
similar distribution when breaking down responses by sector.
Diagram 4.15.a – Need for specific skill support
Diagram 4.15.b –Higher education
Diagram 4.15.c –Adult learning
4. One other sub-question regarding barriers to the use of OER can also be analysed from a public
policies perspective, namely:
All respondents: Please evaluate the relevance of the following barriers to the use of OER from your
personal experience:
13. Lack of policies at national/regional level to support the creation or use of OER.
The majority of respondents (60%) leaned toward the idea that a lack of national/regional policies is
Agree; 144;
44.7%
Disagree; 18;
5.6%
Strongly
disagree; 4;
1.2%
No reply ; 73;
22.7%
Strongly
agree; 83;
25.8%
Disagree;
16; 6. 3%
Strongly
disagree;
3; 1. 2%
No reply ;
57; 22. 6%
Agree;
111;
44.0%
Strongly
agree; 65;
25.8%
Agree; 33;
47.1%
Disagree;
2; 2. 9%
Strongly
disagree;
1; 1. 4%
No reply ;
16; 22. 9%
Strongly
agree; 18;
25.7%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
39
an important and very important barrier, with higher distributions in the adult learning sector. The
level of no replies is fairly high, at 27.4% overall.
Diagram 4.16.a – Lack of policies at national/regional level to support the creation or use of OER
Diagram 4.16.b – Higher education
Diagram 4.16.c – Adult learning
The defined trend holds across most categories elicited in the survey within each sector. This
consistency reveals a high degree of consensus reached in the entire educational segment surveyed
regardless of the levels of responsibility or activity.
Important;
168; 35. 7%
No reply ;
129; 27. 4%
Unimportant;
48; 10. 2%
Very
important;
114; 24. 3%
Very
unimportant;
11; 2. 3%
No reply ;
103;
28.7%
Important;
131;
36.5%
Unimpor-
tant; 38;
10.6%
Very
important;
79; 22. 0%
Very
unimpor-
tant; 8;
2.2%
Important;
37; 33. 3%
No reply ;
26; 23. 4%
Unimpor-
tant; 10;
9.0%
Very
important;
35; 31. 5%
Very
unimpor-
tant; 3;
2.7%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
40
Diagram 4.17.a – Lack of policies at national/regional level to support the creation or use of OER
Higher education – breakdown per educational role
Diagram 4.17.b – Adult learning – breakdown per educational role
In conclusion, the cross-analysis of data regarding questions and sub-questions that were categorised
in chapter I as a macro level condition: public policies, points to a rather advanced awareness of the
importance of public policies to further OER developments. This awareness is a notorious fact not
only among educational policy makers but equally across the four educational roles targeted by the
OPAL survey. Whenever rating the relevance of specific areas for policy intervention, a clear majority
of respondents provided positive or very positive scores.
Moreover, it is noteworthy that the overall percentage of no replies to sub-questions (all of which
were not mandatory) is not negligible. This could denote the existence of a sizable segment of
respondents that are either unaware of OER and OEP or simply do not consider these new digital-
driven tools as sufficiently relevant to their core concerns to warrant clear-cut opinions.
8
0
0
8
0
38
1
12
20
5
131
3
17
100
11
79
2
11
57
9
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply
3
0
0
3
0
10
1
5
4
0
37
2
10
25
0
35
1
10
23
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
41
2. Networks of Innovation
The second macro level condition of our research model deals with the opinion of respondents
regarding the role of networks of innovation in shaping OER developments and open educational
practices. One sub-question falls under this analytical category:
Institutional policy makers; educational professionals: In your higher education institution/adult
learning organisation, how would you rate the following factors in support of the use of OER?
2. A partnership with other organisations.
As a supporting factor to the use of OER, 54.0% of all respondents stated that a partnership with
other organisations existed in the three varying degrees presented in the question. The prevalence of
such partnerships augments from the lowest values registered for organisation-wide implementation
to the highest values recorded for the existence of individual efforts (with the exception of adult
learning, where the implementation category in some departments/units supersedes the individual
efforts).
Diagram 4.18.a – A partnership with other organisations
Diagram 4.18.b – Higher education
Diagram 4.18.c – Adult learning
The overall trend described above is closely followed in the breakdown by educational roles for
higher education and adult learning.
Individual
efforts ex ist;
100; 24. 4%
No reply ;
101; 24. 7%
Implemented
org.-w ide;
38; 9. 3%
Implemented
in som e
dep./units;
83; 20. 3%
Not ex isting;
87; 21. 3%
Individual
efforts
ex ist; 79;
25.6%
No reply ;
77; 25. 0%
Implement
ed in
some
dep./units;
61; 19. 8%
Implement
ed org.-
w ide; 23;
7.5%
Not
ex isting;
68; 22. 1%
Individual
efforts
ex ist; 21;
20.8%
Implement
ed in
some
dep./units;
22; 21. 8%
No reply ;
24; 23. 8%
Implement
ed org.-
w ide; 15;
14.9%
Not
ex isting;
19; 18. 8%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
42
Diagram 4.19.a – A partnership with other organisations
Higher education – breakdown per educational role
Diagram 4.19.b – Adult learning – breakdown per educational role
As a pointer for future work, it seems a timely suggestion that in future OPAL work greater attention
is dedicated to this relevant macro level condition, expanding from the existence of partnerships
with other institutions to various other forms of networks of innovation, and also including
perceptions regarding their potential value in moving forward both effective OEP and enabling
communities of practice shaped around collaborative OEP.
3. OER Availability
This macro level condition of our research model deals with the opinion of respondents regarding the
role of OER supply in shaping OER developments and open educational practices overall.
1. One question dealing with the experiences of respondents on barriers to the use of OER tackles
several issues pertaining to the supply of OER. We have elicited the following sub-questions:
All educational roles: Please evaluate the relevance of the following barriers to the use of OER from
your personal experience:
6. Lack of quality of the OER.
7. Lack of OER that are culturally relevant to the user.
8. Lack of OER in the user’s native language.
15. Lack of interest in creating or using OER.
1.1. Lack of quality of the OER
Overall, the majority of respondents stated that this barrier is important or very important (47.4%,
against 24.2% who stated it was unimportant or very unimportant). Likewise, the breakdown per
sector follows the same pattern.
68
11
57
79
11
68
61
13
48
23
9
14
77
12
65
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in some departments/units Implemented organisation-w ide No reply
19
3
14
21
8
21
22
6
11
15
6
7
24
8
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in some departments/units Implemented organisation-w ide No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
43
Diagram 4.20.a – Lack of quality of the OER
Diagram 4.20.b – Higher education
Diagram 4.20.c – Adult learning
The general pattern observed is also followed in higher education by the institutional policy
makers/managers and the educational professionals. In the adult learning sector, 62.3% of
institutional policy makers/managers rate this factor positively, against 16.1% who rate it negatively,
while opinions are more balanced in the educational professionals of this sector, with 45.7% positive
replies, against 32.9% of negative ones.
Very
important; 65;
13.8%
No reply ;
133; 28. 3%
Important;
158; 33. 6%
Unimportant;
87; 18. 5%
Very
unimportant;
27; 5. 7%
Very
important;
44; 12. 3%
No reply ;
105;
29.2%
Unimpor-
tant; 68;
18.9%
Very
unimpor-
tant; 18;
5.0%
Important;
124;
34.5%
Important;
34; 30. 6%
Very
important;
21; 18. 9%
No reply ;
28; 25. 2%
Very
unimpor-
tant; 9;
8.1%
Unimpor-
tant; 19;
17.1%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
44
Diagram 4.21.a – Lack of quality of the OER
Higher education – breakdown per educational role
Diagram 4.21.b – Adult learning – breakdown per educational role
1.2. Lack of OER that are culturally relevant to the user
Half of all respondents felt that this barrier is very important or important, with a higher contribution
from the adult learning sector, in relative terms. The rating of very unimportant was notably low, and
similarly so in both sectors under scrutiny.
18
0
3
13
2
68
1
12
50
5
124
4
20
87
13
44
1
6
30
7
105
5
15
72
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
9
0
1
8
0
19
0
4
15
0
34
2
12
19
1
21
1
7
13
0
28
3
7
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
45
Diagram 4.22.a – Lack of OER that are culturally relevant to the user
Diagram 4.22.b – Higher education
Diagram 4.22.c – Adult learning questionnaire
Considering the breakdown by educational role in the two sectors surveyed, both institutional policy
makers/managers and educational professionals share a pattern of circa half of the responses with a
preference for positive attributes and circa a quarter for the negative ones.
Diagram 4.23.a –Lack of OER that are culturally relevant to the user
Higher education – breakdown per educational role
Important;
168; 35. 7%
Very
important;
67; 14. 3%
No reply ;
128; 27. 2%
Unimportant;
85; 18. 1%
Very
unimportant;
22; 4. 7%
Very
important;
43; 12. 0%
No reply ;
102;
28.4%
Unimpor-
tant; 71;
19.8%
Very
unimpor-
tant; 17;
4.7%
Important;
126;
35.1%
No reply ;
26; 23. 4%
Very
important;
24; 21. 6%
Very
unimpor-
tant; 5;
4.5%
Important;
42; 37. 8%
Unimpor-
tant; 14;
12.6%
17
0
3
11
3
71
2
13
45
11
126
2
15
100
9
43
2
9
28
4
102
5
16
68
13
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
46
Diagram 4.23.b – Adult learning – breakdown per educational role
1.3. Lack of OER in the user’s native language
Near half of all respondents rated this barrier as very important or important; the corresponding
score for adult learning respondents was 56.7%.
Diagram 4.24.a – Lack of OER in the user’s native language
Diagram 4.24.b –Higher education
Diagram 4.24.c – Adult learning
5
0
1
4
0
14
2
4
8
0
42
1
15
25
1
24
1
5
18
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
Very
unimportant;
35; 7.4%
Important;
137; 29.1%
Very
important; 88;
18.7%
No reply ;
127; 27.0%
Unimportant;
83; 17.7%
Very
important;
58; 16. 2%
No reply ;
101;
28.1%
Important;
104;
29.0%
Very
unimpor-
tant; 30;
8.4%
Unimpor-
tant; 66;
18.4%
Important;
33; 29. 7%
No reply ;
26; 23. 4%
Very
important;
30; 27. 0%
Very
unimpor-
tant; 5;
4.5%
Unimpor-
tant; 17;
15.3%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
47
The above trend can also be observed in both institutional policy makers/managers and educational
professionals of the two sectors surveyed.
Diagram 4.25.a – Lack of OER in the user’s native language
Higher education – breakdown per educational role
Diagram 4.25.b –Adult learning – breakdown per educational role
1.4. Lack of interest in creating or using OER
A clear majority of respondents (58.5%) feels that this barrier is very important and important.
Likewise, the breakdown into sectors provides a similar pattern.
30
0
7
20
3
66
2
9
47
8
104
3
18
72
11
58
1
7
45
5
101
5
15
68
13
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
5
0
2
3
0
17
2
6
9
0
33
2
12
19
0
30
0
5
24
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
48
Diagram 4.26.a – Lack of interest in creating or using OER
Diagram 4.26.b – Higher education
Diagram 4.26.c – Adult learning
In analysing the breakdown per educational role in each sector, one observes that in higher
education 50.0% of institutional policy makers/managers rate this sub-question positively, while as
much as 61.5% of educational professionals do so; in adult learning, the lead is taken by institutional
policy makers/managers, at 67.7% of positive replies, and the educational professionals follow suit,
at 61.4%.
Diagram 4.27.a – Lack of interest in creating or using OER
Higher education – breakdown per educational role
Very
unimportant;
9; 1. 9%
Important;
181; 38.5%
Very
important; 94;
20.0%
No reply ;
131; 27.9%
Unimportant;
55; 11.7%
Important;
136;
37.9%
No reply ;
103;
28.7%
Very
unimpor-
tant; 7;
1.9%
Unimpor-
tant; 42;
11.7%
Very
important;
71; 19. 8%
Important;
45; 40. 5%
No reply ;
28; 25. 2%
Very
important;
23; 20. 7%
Very
unimpor-
tant; 2;
1.8%
Unimpor-
tant; 13;
11.7%
7
0
2
5
0
42
3
10
25
4
136
1
16
108
11
71
2
12
47
10
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
49
Diagram 4.27.b – Adult learning – breakdown per educational role
2. When probing into a further understanding of the role of OER supply in shaping OER
developments, we analysed the responses regarding one of the sub-questions of a question put to
two educational roles:
Institutional policy maker/manager; educational professionals: In your higher education
institution/adult learning organisation, how would you rate the following factors in support of the
use of OER?
3. Specific quality assurance processes for OER.
4. Specific technological infrastructure for OER (e.g., an OER repository).
2.1. Specific quality assurance processes for OER
For higher education and adult learning, there is a prevalent notion that there are no specific quality
assurance processes in place for OER, totalling 31.8% of all responses, followed by the item indicating
individual efforts. The least represented item regards the implementation of OER quality assurance
processes across the organisation, with only 8.1% of all responses. This pattern is fairly identical in
both sectors, with the exception of adult learning, where individual efforts rank higher and the non-
existence of quality assurance processes ranks lower.
Diagram 4.28.a – Specific quality assurance processes for OER
2
0
1
1
0
13
0
3
10
0
45
2
16
27
0
23
1
5
16
1
28
3
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
Not ex isting;
130; 31. 8%
Individual
efforts ex ist;
105; 25. 7%
Implemented
in som e
departments/
units; 42;
10.3%
Implemented
organisation-
w ide; 33;
8.1%
No reply ;
99; 24. 2%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
50
Diagram 4.28.b – Higher education
Diagram 4.28.c – Adult learning
Diagram 4.29.a – Specific quality assurance processes for OER
Higher education – breakdown per educational role
Diagram 4.29.b – Adult learning – breakdown per educational role
When considering the breakdown for the two educational roles concerned with this question, some
divergences are apparent, notably as to the percentages regarding the existence of individual efforts
and the organisation-wide implementation, particularly among the institutional policy makers/
managers.
Not
ex isting;
102;
33.1%
No reply ;
76; 24. 7%
Individual
efforts
ex ist; 73;
23.7%
Implement
ed in
some
dep./units;
32; 10. 4%
Implement
ed
organisa-
tion-wide;
25; 8. 1%
Not
ex isting;
28; 27. 7%
Individual
efforts
ex ist; 32;
31.7%
Implement
ed in
some
dep./units;
10; 9. 9%
Implement
ed
organisa-
tion-wide;
8; 7. 9%
No reply ;
23; 22. 8%
102
20
82
73
9
64
32
6
26
25
9
16
76
12
64
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Educational professional
Not ex isting Indiv idual efforts ex ist Implemented in some departments/units Implemented organisation-wide No reply
28
7
21
32
14
18
10
3
7
8
1
7
23
6
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Educational professional
Not ex isting Indiv idual efforts ex ist Implemented in some departments/units Implemented organisation-wide No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
51
Table 4.1 – Specific quality assurance processes for OER
Higher education
Adult learning
Institutional policy
maker/Manager
Educational
professional
Institutional policy
maker/Manager
Educational
professional
Not existing
35.7%
32.5%
22.6%
30.0%
Individual efforts exist
16.1%
25.4%
45.2%
25.7%
Implemented in some departments/units
10.7%
10.3%
9.7%
10.0%
Implemented organisation-wide
16.1%
6.3%
3.2%
10.0%
No reply
21.4%
25.4%
19.4%
24.3%
Total
100.0%
100.0%
100.0%
100.0%
The analysis of the data for sub-question 3 points to the need for institutional measures/policies to
be adopted in this domain, so that the existing individual efforts may permeate through the whole
organisation, and would suggest the need for public policies to support vibrant quality assurance
processes for OER.
2.2. Specific technological infrastructure for OER
The responses are spread across the possible replies in a fairly balanced way overall, with the reply
on individual efforts leading overall and for higher education. Again, we can see a pattern emerging
where the sum of replies on non-existence of technological infrastructures and the existence of
individual efforts outweighs the two replies geared towards institutionalised practices.
It’s worth noting that in the adult learning sector respondents reported a much lower percentage of
organisation-wide implementation of technological infrastructures for OER than those coming from
higher education; adult education responses also report the highest percentage of such
infrastructures implemented in some departments/units.
Diagram 4.30.a – Specific technological infrastructure for OER
Individual
efforts ex ist;
96; 23. 5%
Implemented
in som e
departments/
units; 76;
18.6%
Not ex isting;
75; 18. 3%
Implemented
organisation-
w ide; 67;
16.4%
No reply ;
95; 23. 2%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
52
Diagram 4.30.b – Higher education
Diagram 4.30.c – Adult learning
Diagram 4.31.a – Specific technological infrastructure for OER
Higher education – breakdown per educational role
Diagram 4.31.b – Adult learning – breakdown per educational role
As with the previous sub-question, data analysis would suggest that there is room for active policies
encouraging the implementation of technological infrastructures for OER where they lack. The same
could be asserted about opportunities for widening the scope of practices and supporting structures
scaling up individual and unit-based efforts to the entire organisation. Appropriate institutional
Implement
ed
organisa-
tion-wide;
57; 18. 5%
Individual
efforts
ex ist; 73;
23.7%
Implement
ed in
some
dep./units;
51; 16. 6%
No reply ;
74; 24. 0%
Not
ex isting;
53; 17. 2%
Not
ex isting;
22; 21. 8%
No reply ;
21; 20. 8%
Implement
ed
organisa-
tion-wide;
10; 9. 9%
Implement
ed in
some
dep./units;
25; 24. 8%
Individual
efforts
ex ist; 23;
22.8%
53
9
44
73
11
62
51
10
41
57
14
43
74
12
62
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in s ome departments/units Implemented organisation-wide No reply
22
6
16
23
10
13
25
6
19
10
3
7
21
6
15
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in some departments/units Implemented organisation-w ide No reply

Beyond OER: Shifting Focus from Resources to Practices
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53
policies to address these issues could be helpful in this regard as a complement effort to compound
public policies.
3. The survey queried learners about issues related to OER supply, notably in the following two sub-
questions:
Learners: How would you rate the following statements?
3. As a learner, I am encouraged to develop learning materials myself and share those with others on
the Internet.
4. The quality of open educational resources is too diverse for OER to be really useful.
3.1. Learners are encouraged to develop and share learning materials
Learners from the two sectors spread their opinions across the four attributes, with a higher, similar
prevalence on agreement and disagreement, thus making it difficult to extract a clear trend.
Diagram 4.32.a – Learners are encouraged to develop and share learning materials
Diagram 4.32.b – Higher education
Diagram 4.32.c – Adult learning
Strongly
disagree; 4;
9.1%
No reply ; 15;
34.1%
Agree; 11;
25.0%
Disagree; 10;
22.7%
Strongly
agree; 4;
9.1%
Agree; 10;
25.0%
Strongly
disagree;
4; 10. 0%
No reply ;
13; 32. 5%
Strongly
agree; 4;
10.0%
Disagree;
9; 22. 5%
No reply ;
2; 50. 0%
Strongly
disagree;
0; 0. 0%
Agree; 1;
25.0%
Disagree;
1; 25. 0%
Strongly
agree; 0;
0.0%

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54
3.2. Diverse quality of OER
As to the levels of quality of OER and its impact on their usefulness, a clearer trend can be observed
denying the implication that variation in quality levels would necessarily impact on how useful OER
can be. It should be noted, that this can be seen as a complementary result to when comparing the
results with those for the learner group addressed in point 1.4 above, where a clear majority of
learners identified the lack of quality of OER as a barrier.
Diagram 4.33.a – The quality of open educational resources is too diverse for OER to be really useful
Diagram 4.33.b – Higher education
Diagram 4.33.c – Adult learning
4. The analysis of the survey data according to the macro level conditions of OER supply elicited
views from the respondents that point to several areas of public policy and institutional policy
intervention. These policies would favour OER and open educational practices (OEP) in breaking
away from individualistic or closed group settings to become mainstream in higher education and
adult learning institutions.
No reply ; 15;
34.1%
Agree; 11;
25.0%
Strongly
disagree; 4;
9.1%
Disagree; 13;
29.5%
Strongly
agree; 1;
2.3%
Strongly
disagree;
4; 10. 0%
No reply ;
13; 32. 5%
Strongly
agree; 1;
2.5%
Disagree;
13; 32. 5%
Agree; 9;
22.5%
Agree; 2;
50.0%
No reply ;
2; 50. 0%
Strongly
disagree;
0; 0. 0%
Disagree;
0; 0. 0%
Strongly
agree; 0;
0.0%

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55
B. MICRO LEVEL ANALYSIS
1. Contexts
A. Cultures of Innovation
The evidence of the existence of cultures of innovation, both within organisations and regarding
individual’s practices, is of particular interest for OPAL, in that OER and OEP are closely associated
with pursuing new forms of facilitating learning for individuals and customising learning resources to
the particular needs of the individual learner. In this regard, a number of questions from the OPAL
OER/OEP survey enable us to elicit information that sheds light on this important attribute.
1.1. The experience of respondents on the use of OER
The experience of respondents on the use of OER was the focus of the following question:
Institutional policy makers/managers; educational professionals; learners: Q3.1. Based on your
experiences, how would you rate the following statements?
The use of open educational resources…
1. …improves the quality of education (formal, non formal, informal).
2. …leads to pedagogical changes.
3. …increases the participation of learners in educational scenarios.
4. …does not affect the teaching process at all.
5. …shifts education/training provision from content to activity-based learning.
6. …shifts the role from teachers/tutors/trainers to facilitators.
7. …shifts the role of learners from passive receivers to active producers.
8. …demands for completely new models of education/training (incl. pedagogy, assessment,
organisation of educational institutions).
1.1.1. The use of OER improves the quality of education
The overwhelming majority of respondents rated this statement positively, totalling 80.4% overall.
The relative weight of strong agreement and agreement is the reverse when comparing the two
sectors surveyed.
Diagram 4.34.a – The use of OER improves the quality of education
Diagram 4.34.b – Higher education
Diagram 4.34.c – Adult learning
Strongly
agree; 159;
35.1%
Agree; 205;
45.3%
Strongly
disagree; 4;
0.9%
No reply ; 65;
14.3%
Disagree; 20;
4.4%

Beyond OER: Shifting Focus from Resources to Practices
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56
When analysing the distribution of responses by educational role, it is evident that institutional policy
makers/managers in both sectors seize the largest share of combined positive ratings, followed by
educational professionals and then learners.
Diagram 4.35.a – The use of OER improves the quality of education
Higher education – Breakdown per educational role
Diagram 4.35.b – Adult learning – Breakdown per educational role
1.1.2. The use of OER leads to pedagogical changes
A clear majority of respondents expressed a combined positive view, at 68.6% overall, a trend closely
followed in each sector.
Strongly
agree;
112;
32.2%
Agree;
166;
47.7%
Strongly
disagree;
2; 0. 6%
No reply ;
54; 15. 5%
Disagree;
14; 4. 0%
Strongly
agree; 47;
44.8%
Agree; 39;
37.1%
Strongly
disagree;
2; 1. 9%
No reply ;
11; 10. 5%
Disagree;
6; 5. 7%
112
24
79
9
166
24
123
19
14
3
9
2
2
0
1
1
54
5
40
9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply
47
14
32
1
39
14
24
1
6
1
5
0
2
0
2
0
11
2
7
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.36.a – The use of OER leads to pedagogical changes
Diagram 4.36.b – Higher education
Diagram 4.36.c – Adult learning
The distribution of opinions by educational role reveals a fairly even pattern in higher education;
adult learners evidence a diverging pattern in their sector.
Diagram 4.37.a – The use of OER leads to pedagogical changes
Higher education – Breakdown per educational role
Strongly
agree; 108;
23.8%
Agree; 203;
44.8%
Disagree; 63;
13.9%
No reply ; 73;
16.1%
Strongly
disagree; 6;
1.3%
Strongly
agree; 83;
23.9%
Agree;
159;
45.7%
Strongly
disagree;
1; 0. 3%
No reply ;
58; 16. 7%
Disagree;
47; 13. 5%
Strongly
agree; 25;
23.8%
Agree; 44;
41.9%
Strongly
disagree;
5; 4. 8%
No reply ;
15; 14. 3%
Disagree;
16; 15. 2%
83
20
53
10
159
20
121
18
47
10
36
1
1
0
1
0
58
6
41
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

Beyond OER: Shifting Focus from Resources to Practices
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Diagram 4.37.b – Adult learning – Breakdown per educational role
1.1.3. The use of OER increases the participation of learners in educational scenarios
67.8% of the respondents targeted by this sub-question gave a combined positive reply; the
corresponding figure in adult learning reached 78.1%.
Diagram 4.38.a – The use of OER increases the participation of learners in educational scenarios
Diagram 4.38.b – Higher education
Diagram 4.38.c – Adult learning
The distribution of opinions by educational role reveals a fairly even pattern in both sectors, except
for adult learners.
25
8
17
0
44
15
28
1
16
3
12
1
5
3
2
0
15
2
11
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply
Strongly
agree; 99;
21.9%
Agree; 208;
45.9%
Disagree; 69;
15.2%
No reply ; 74;
16.3%
Strongly
disagree; 3;
0.7%
Strongly
agree; 67;
19.3%
Agree;
158;
45.4%
Strongly
disagree;
2; 0. 6%
No reply ;
63; 18. 1%
Disagree;
58; 16. 7%
Strongly
agree; 32;
30.5%
Agree; 50;
47.6%
Strongly
disagree;
1; 1. 0%
No reply ;
11; 10. 5%
Disagree;
11; 10. 5%

Beyond OER: Shifting Focus from Resources to Practices
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59
Diagram 4.39.a – The use of OER increases the participation of learners in educational scenarios
Higher education – Breakdown per educational role
Diagram 4.39.b – Adult learning – Breakdown per educational role
1.1.4. The use of OER does not affect the teaching process at all
The vast majority of respondents (69.1%) consider that OER does affect the teaching process, a trend
closely followed by each sector.
Diagram 4.40.a – The use of OER does not affect the teaching process at all
67
15
44
8
158
27
115
16
58
8
45
5
2
0
1
1
63
6
47
10
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly dis agree No reply
32
10
22
0
50
16
33
1
11
2
8
1
1
0
1
0
11
3
6
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply
Strongly
agree; 19;
4.2%
Agree; 52;
11.5%
Disagree;
209; 46.1%
No reply ; 69;
15.2%
Strongly
disagree; 104;
23.0%

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Diagram 4.40.b – Higher education
Diagram 4.40.c – Adult learning
When considering each educational role within their respective sectors, the prevailing trend is
maintained, with the exception of adult learners.
Diagram 4.41.a – The use of OER does not affect the teaching process at all
Higher education – Breakdown per educational role
Diagram 4.41.b – Adult learning – Breakdown per educational role
1.1.5. The use of OER shifts education/training provision from content to activity-based learning
Combined agreement with the statement proposed reached 61.4% of all responses; this positive
result is higher in adult learning.
Strongly
agree; 11;
3.2%
Agree; 32;
9.2%
Strongly
disagree;
79; 22. 7%
No reply ;
58; 16. 7%
Disagree;
168;
48.3%
Strongly
agree; 8;
7.6%
Agree; 20;
19.0%
Strongly
disagree;
25; 23. 8%
No reply ;
11; 10. 5%
Disagree;
41; 39. 0%
11
2
8
1
32
8
21
3
168
31
125
12
79
8
57
14
58
7
41
10
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly dis agree No reply
8
2
6
0
20
5
15
0
41
14
25
2
25
8
17
0
11
2
7
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.42.a – The use of OER shifts education/training provision from content to activity-based learning
Diagram 4.42.b – Higher education
Diagram 4.42.c – Adult learning
In terms of the repartition of replies by educational role, the positive trend of institutional policy
makers/managers in adult learning is quite striking, followed by their counterparts in higher
educations. In relative terms, educational professionals of both sectors are more restrained in their
positive assessments.
Diagram 4.43.a – The use of OER shifts education/training provision from content to activity-based learning
Higher education – Breakdown per educational role
Agree; 206;
45.5%
Strongly
agree; 72;
15.9%
Disagree; 95;
21.0%
No reply ; 70;
15.5%
Strongly
disagree; 10;
2.2%
Agree;
152;
43.7%
Strongly
agree; 53;
15.2%
Strongly
disagree;
7; 2. 0%
No reply ;
59; 17. 0%
Disagree;
77; 22. 1%
Agree; 54;
51.4%
Strongly
agree; 19;
18.1%
Strongly
disagree;
3; 2. 9%
No reply ;
11; 10. 5%
Disagree;
18; 17. 1%
53
10
35
8
152
30
105
17
77
9
64
4
7
1
5
1
59
6
43
10
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.43.b – Adult learning – Breakdown per educational role
1.1.6. The use of OER shifts the role from teachers/tutors/trainers to facilitators
The majority of respondents rated positively this statement, at 66.4 overall; adult learning provided
the highest share of positive ratings in relative terms.
Diagram 4.44.a – The use of OER shifts the role from teachers/tutors/trainers to facilitators
Diagram 4.44.b – Higher education
Diagram 4.44.c – Adult learning
Institutional policy makers/managers from both sectors lead the positive ratings, followed closely by
educational professionals.
19
6
12
1
54
22
32
0
18
1
16
1
3
0
3
0
11
2
7
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree N o reply
Strongly
agree; 102;
22.5%
Agree; 199;
43.9%
Disagree; 73;
16.1%
No reply ; 69;
15.2%
Strongly
disagree; 10;
2.2%
Strongly
agree; 69;
19.8%
Agree;
152;
43.7%
Strongly
disagree;
7; 2. 0%
No reply ;
59; 17. 0%
Disagree;
61; 17. 5%
Strongly
agree; 33;
31.4%
Agree; 47;
44.8%
Disagree;
12; 11. 4%
No reply ;
10; 9. 5%
Strongly
disagree;
3; 2. 9%

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Diagram 4.45.a – The use of OER shifts the role from teachers/tutors/trainers to facilitators
Higher education – Breakdown per educational role
Diagram 4.45.b – Adult learning – Breakdown per educational role
1.1.7. The use of OER shifts the role of learners from passive receivers to active producers
Again, a clear majority of all respondents favour the combined positive assessments, at 63.8%. Adult
learning shows the largest share of such assessments.
Diagram 4.46.a – The use of OER shifts the role of learners from passive receivers to active producers
69
12
44
13
152
27
114
11
61
9
46
6
7
2
4
1
59
6
44
9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply
33
8
25
0
47
17
28
2
12
4
8
0
3
0
3
0
10
2
6
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree N o reply
Strongly
agree; 97;
21.4%
Agree; 192;
42.4%
Disagree; 83;
18.3%
No reply ; 72;
15.9%
Strongly
disagree; 9;
2.0%

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Diagram 4.46.b – Higher education
Diagram 4.46.c – Adult learning
The distribution of ratings by educational role follows a fairly similar pattern, with the exception of
adult learners.
Diagram 4.47.a – The use of OER shifts the role of learners from passive receivers to active producers
Higher education – Breakdown per educational role
Diagram 4.47.b – Adult learning – Breakdown per educational role
1.1.8. The use of OER demands for completely new models of education/training
The combined positive responses registered very highly, at 68% overall, with the adult learning
responses going up to 77.2%.
Strongly
agree; 66;
19.0%
Agree;
145;
41.7%
Strongly
disagree;
8; 2. 3%
No reply ;
60; 17. 2%
Disagree;
69; 19. 8%
Strongly
agree; 31;
29.5%
Agree; 47;
44.8%
Strongly
disagree;
1; 1. 0%
No reply ;
12; 11. 4%
Disagree;
14; 13. 3%
66
11
45
10
145
27
104
14
69
8
56
5
8
3
3
2
60
7
44
9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply
31
9
20
2
47
16
31
0
14
3
11
0
1
0
1
0
12
3
7
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

Beyond OER: Shifting Focus from Resources to Practices
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Diagram 4.48.a – The use of OER demands for completely new models of education/training
Diagram 4.48.b – Higher education
Diagram 4.48.c – Adult learning
Institutional policy makers/managers are again at the lead of the combined positive assessments in
both sectors, followed by educational professionals.
Diagram 4.49.a – The use of OER demands for completely new models of education/training
Higher education – Breakdown per educational role
Agree; 183;
40.4%
Strongly
disagree; 13;
2.9%
No reply ; 71;
15.7%
Disagree; 61;
13.5%
Strongly
agree; 125;
27.6%
Strongly
disagree;
10; 2. 9%
Agree;
134;
38.5%
No reply ;
61; 17. 5%
Disagree;
50; 14. 4%
Strongly
agree; 93;
26.7%
Agree; 49;
46.7%
Strongly
disagree;
3; 2. 9%
No reply ;
10; 9. 5%
Disagree;
11; 10. 5%
Strongly
agree; 32;
30.5%
93
21
59
13
134
25
98
11
50
2
46
2
10
1
6
3
61
7
43
11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.49.b – Adult learning – Breakdown per educational role
In summary, we should underline strongly the degree of understanding and awareness of
respondents, paired with the consistency of the results obtained when queried on the impact of OER
in learning and the changes its use entails in relation to traditional forms of education/training.
1.2. Institutional policy makers/managers and educational professionals where queried the following:
4.4. How would you rate the following statements?
Institutional policy makers/managers: 1. Using OER also leads to opening pedagogical scenarios.
Institutional policy makers/managers (and educational professionals): 2. (5.) Using OER leads to
institutional innovations.
Institutional policy makers/managers: 3. Adopting open practices is challenging for higher education
institutions/adult learning organisations.
Institutional policy makers/managers (and educational professionals): 4. (7.) The use of OER leads to
new pedagogical practices.
Educational professionals: 6. Adopting open practices leads to institutional innovation.
1.2.1. Using OER also leads to opening pedagogical scenarios
The overwhelming majority of institutional policy makers/managers gave a positive feed-back, at
73.6% of all replies, a pattern followed by the two sectors surveyed.
32
10
20
2
49
15
34
0
11
3
8
0
3
1
2
0
10
2
6
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
makers /managers
Educational professionals
Learners
Strongly agree Agree Disagree Strongly disagree N o reply

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Diagram 4.50.a – Using OER also leads to opening pedagogical scenarios
Diagram 4.50.b – Higher education
Diagram 4.50.c – Adult education
1.2.2. Using OER leads to institutional innovations
The majority of both targets – institutional policy makers/managers and educational professionals –
gave a positive and very positive rating to this assertion, overall and per sector (with the highest
values in adult learning, at 71.2%).
Diagram 4.51.a – Using OER leads to institutional innovations
Strongly
agree; 26;
29.9%
Agree; 38;
43.7%
Strongly
disagree; 0;
0.0%
No reply ;
18; 20. 7%
Disagree; 5;
5.7%
Strongly
agree; 14;
25.0%
Agree; 27;
48.2%
Disagree;
3; 5. 4%
Strongly
disagree;
0; 0. 0%
No reply ;
12; 21. 4%
Strongly
agree; 12;
38.7%
Agree; 11;
35.5%
Strongly
disagree;
0; 0. 0%
Disagree;
2; 6. 5%
No reply ;
6; 19. 4%
Strongly
agree; 82;
20,0%
Agree; 178;
43,5%
Strongly
disagree; 5;
1,2%
No reply ; 92;
22,5%
Disagree; 52;
12,7%

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Diagram 4.51.b – Higher education
Diagram 4.51.c – Adult education
When analysing the breakdown of these opinions per educational role, institutional policy
makers/managers seize the largest share of positive and very positive replies.
Diagram 4.52.a – Using OER leads to institutional innovations
Higher education – Breakdown per educational role
Diagram 4.52.b – Using OER leads to institutional innovations
Adult learning – Breakdown per educational role
1.2.3. Adopting open practices is challenging for educational institutions
A very expressive majority of the replies by institutional policy makers/managers agreed and strongly
agreed (78% overall, with a similar pattern per sector).
Agree;
132;
42,9%
Strongly
disagree;
3; 1, 0%
No reply ;
71; 23, 1%
Disagree;
46; 14, 9%
Strongly
agree; 56;
18,2%
Strongly
agree; 26;
25,7%
Agree; 46;
45,5%
Strongly
disagree;
2; 2, 0%
No reply ;
21; 20, 8%
Disagree;
6; 5, 9%
56
15
41
132
22
110
46
6
40
3
1
2
71
12
59
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Educational professional
Strongly agree Agree Disagree Strongly dis agree No reply
26
12
14
46
11
35
6
2
4
2
0
2
21
6
15
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Strongly agree Agree Disagree Strongly disagree No reply

Beyond OER: Shifting Focus from Resources to Practices
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69
Diagram 4.53.a – Adopting open practices is challenging for institutions
Diagram 4.53.b – Higher education
Diagram 4.53.c – Adult education
1.2.4. The use of OER leads to new pedagogical practices
66.8% of all respondents agreed with the assertion, the higher quota belonging to adult education, at
73.2%.
Diagram 4.54.a – The use of OER leads to new pedagogical practices
Agree; 34;
39,1%
No reply ; 18;
20,7%
Disagree; 2;
2,3%
Strongly
disagree; 0;
0,0%
Strongly
agree; 33;
37,9%
Strongly
agree; 21;
37,5%
Agree; 22;
39,3%
No reply ;
12; 21, 4%
Disagree;
1; 1, 8%
Strongly
disagree;
0; 0, 0%
Strongly
agree; 12;
38,7%
Agree; 12;
38,7%
No reply ;
6; 19, 4%
Disagree;
1; 3, 2%
Strongly
disagree;
0; 0, 0%
Agree; 181;
44,3%
Disagree; 41;
10,0%
Strongly
disagree; 4;
1,0%
No reply ; 91;
22,2%
Strongly
agree; 92;
22,5%

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Diagram 4.54.b – Higher education
Diagram 4.54.c – Adult education
A breakdown per educational role reveals that institutional policy makers/managers show the
highest rate of positive feed-back.
Diagram 4.55.a – The use of OER leads to new pedagogical practices
Higher education – Breakdown per educational role
Diagram 4.55.b – Adult learning – Breakdown per educational role
1.2.5. The adoption of open practices leads to institutional innovation
Educational professionals responded positively, with 68.3% agreements and strong agreements, a
pattern closely followed by the two sectors surveyed.
Disagree;
37; 12, 0%
Strongly
disagree;
2; 0, 6%
No reply ;
70; 22, 7%
Agree;
133;
43,2%
Strongly
agree; 66;
21,4%
No reply ;
21; 20, 8%
Disagree;
4; 4, 0%
Strongly
disagree;
2; 2, 0%
Agree; 48;
47,5%
Strongly
agree; 26;
25,7%
15
51
66
24
109
133
5
32
37
0
2
2
12
58
70
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Institutional policy
maker/Manager
Educational professional
All roles
Strongly agree Agree Disagree Strongly disagree No reply
12
14
26
13
35
48
0
4
4
0
2
2
6
15
21
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Institutional policy
maker/Manager
Educational professional
All roles
Strongly agree Agree Disagree Strongly disagree No reply

Beyond OER: Shifting Focus from Resources to Practices
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Diagram 4.56.a – Adopting open practices leads to institutional innovation
Diagram 4.56.b – Higher education
Diagram 4.56.c – Adult education
1.3. Three sub-questions regarding the barriers to OER use can be analysed as innovation issues:
All educational roles: Please evaluate the relevance of the following barriers to the use of OER from
your personal experience:
9. OER are not embedded into the learning scenarios
11. Lack of interest in pedagogical innovation among educational professionals.
15. Lack of interest in the creation or use of OER.
1.3.1. OER are not embedded into the learning scenarios
More than half of all respondents rate this sub-question positively (52.8% of important and very
important ratings), with slightly higher results from the adult learning sector. The negative
assessments are fairly balanced between the two sectors.
Disagree; 27;
8,4%
Strongly
disagree; 2;
0,6%
No reply ; 73;
22,7%
Agree; 149;
46,3%
Strongly
agree; 71;
22,0%
Strongly
agree; 51;
20,2%
Disagree;
23; 9, 1%
Strongly
disagree;
0; 0, 0%
No reply ;
57; 22, 6%
Agree;
121;
48,0%
Strongly
agree; 20;
28,6%
Disagree;
4; 5, 7%
Strongly
disagree;
2; 2, 9%
No reply ;
16; 22, 9%
Agree; 28;
40,0%

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72
Diagram 4.57.a – OER are not embedded into the learning scenarios
Diagram 4.57.b – Higher education
Diagram 4.57.c – Adult learning
When comparing the results of institutional policy makers/managers and educational professionals,
we see that the former provided the higher positive assessments (64.5% in higher education and
61.3% in adult learning, against the latter, at 50% in higher education and 54.3% in adult learning).
Not surprisingly, educational policy makers and learners are the educational roles that provided
higher results of no replies to this sub-question.
Diagram 4.58.a – OER are not embedded into the learning scenarios
Higher education – Breakdown per educational role
No reply ;
129; 27.4%
Important;
180; 38.3%
Very
unimportant;
15; 3. 2%
Very
important; 68;
14.5%
Unimportant;
78; 16.6%
No reply ;
101;
28.1%
Important;
140;
39.0%
Unimpor-
tant; 60;
16.7%
Very
important;
47; 13. 1%
Very
unimpor-
tant; 11;
3.1%
Important;
40; 36. 0%
No reply ;
28; 25. 2%
Unimpor-
tant; 18;
16.2%
Very
important;
21; 18. 9%
Very
unimport-
ant; 4;
3.6%
11
0
0
9
2
60
1
5
50
4
140
3
30
93
14
47
2
6
33
6
101
5
15
67
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply

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Diagram 4.58.b – Adult learning – Breakdown per educational role
1.3.2. Lack of interest in pedagogical innovation among educational professionals
More than half of all respondents felt that lack of interest in pedagogical innovation among
educational professionals was an important and very important barrier to OER use, and over one
quarter did not register a reply. The pattern is similar in each sector surveyed.
Diagram 4.59.a – Lack of interest in pedagogical innovation among educational professionals
Diagram 4.59.b – Higher education
Diagram 4.59.c – Adult learning
4
0
2
2
0
18
0
4
14
0
40
3
14
22
1
21
0
5
16
0
28
3
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply
Important;
166; 35,3%
No reply ;
130; 27,7%
Unimportant;
55; 11,7%
Very
important;
108; 23,0%
Very
unimportant;
11; 2,3%
No reply ;
103;
28.7%
Important;
125;
34.8%
Unimpor-
tant; 42;
11.7%
Very
important;
83; 23. 1%
Very
unimpor-
tant; 6;
1.7%
Important;
41; 36. 9%
No reply ;
27; 24. 3%
Unimpor-
tant; 13;
11.7%
Very
important;
25; 22. 5%
Very
unimpor-
tant; 5;
4.5%

Beyond OER: Shifting Focus from Resources to Practices
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74
The breakdown analysis per educational role does not show remarkable deviations from the pattern
described above.
Diagram 4.60.a – Lack of interest in pedagogical innovation among educational professionals
Higher education – Breakdown per educational role
Diagram 4.60.b – Adult learning – Breakdown per educational role
1.3.3. Lack of interest in the creation or use of OER
The data on sub-question 15, dealing with the lack of interest in the creation or use of OER was
presented earlier in this report in the analysis of OER supply (chapter IV.I, section C, 1.7). As it was
stated, a clear majority of respondents (58.5%) feels that this barrier is very important and
important. Likewise, the breakdown into sectors provides a similar pattern.
1.4. Two of the questions addressed to learners shed some insights on cultures of innovation:
Learners: Q4.1 How would you rate the following statements?
3. As a learner, I am encouraged to develop learning materials myself and share those with others on
the Internet.
6
0
1
6
0
42
2
8
30
2
125
2
15
96
12
83
2
15
55
11
103
5
17
66
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply
5
0
1
4
0
13
0
5
8
0
41
2
15
23
1
25
1
4
20
0
27
3
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

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75
8. In order to use OER I would need a different form of learning environment in my higher education
institution/adult learning organisation.
1.4.1. Learners are encouraged to develop and share learning materials
This sub-question was dealt with previously, when discussing the macro level condition of OER
supply. There we argued that learners from the two sectors spread their opinions across the four
attributes, with a higher, similar prevalence on agreement and disagreement.
1.4.2. Learners need a different form of learning environment
40.9% of the overall replies concur with this statement. The pattern varies between sectors, but that
is not significant given the low number of respondents from adult education in this educational role.
To be noted the significant percentage of no replies (34.1% overall).
Diagram 4.61.a – Need for a different form of learning environment
Diagram 4.61.b – Higher education
Diagram 4.61.c – Adult learning
By way of conclusion, there is a clear positive opinion in all education roles and across the two
sectors surveyed that the use of OER and the implementation of OEP lead to innovations in
pedagogical terms, in learning strategies and at institutional level. It should be stressed also that
there is a recognition that such innovation poses challenges to organisations, and institutional
leaders seem to be quite aware of this. Notwithstanding this good will there are still very serious
barriers to overcome to enable a scenario of generalised uptake of OER and related practices.
Agree; 15;
34,1%
Strongly
disagree; 4;
9,1%
No reply ; 15;
34,1%
Disagree; 7;
15,9%
Strongly
agree; 3;
6,8%
Agree; 15;
37,5%
No reply ;
13; 32, 5%
Strongly
disagree;
4; 10, 0%
Disagree;
5; 12, 5%
Strongly
agree; 3;
7,5%
Disagree;
2; 50, 0%
No reply ;
2; 50, 0%
Strongly
disagree;
0; 0, 0%
Agree; 0;
0,0%
Strongly
agree; 0;
0,0%

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76
B. Institutional Policies
2.1. The views of educational policy makers were sought regarding the value of institutional support
to OER. We analysed this sub-question earlier (chapter IV.I, section A, 2.2) and observed that the
replies indicate an overall positive rating.
2.2. Respondents were queried on the existence of a number of supporting factors to using OER in
their educational institutions:
Institutional policy makers/managers; educational professionals: Q4.3. In your higher education
institution, how would you rate the following factors in support of the use of OER?
1. An explicit institutional policy.
2. A partnership with other organisations.
3. Specific quality assurance processes for OER.
5. Specific pedagogical scenarios and models for open educational practices.
2.2.1. Existence of an explicit institutional policy
Overall, the existence of individual efforts in the institutions received the highest score, at 27.4%,
followed closely by the inexistence of any explicit institutional policy, at 22,7%. The lowest figure was
recorded for institutional policies implemented through the whole organisation, at 12.7%. A similar
pattern was registered at sector level, as was the fairly high level of no replies recorded.
Diagram 4.62.a – An explicit institutional policy
Diagram 4.62.b – Higher education
Diagram 4.62.c – Adult learning
Individual
efforts ex ist;
112; 27,4%
No reply ; 93;
22,7%
Implemented
organisation-
w ide; 52;
12,7%
Implemented
in some
departments/
units; 59;
14,4%
Not ex isting;
93; 22,7%
Individual
efforts
ex ist; 82;
26,6%
No reply ;
70; 22, 7%
Implement
ed
organisa-
tion-wide;
39; 12, 7%
Implement
ed in
some
dep./units;
43; 14, 0%
Not
ex isting;
74; 24, 0%
Individual
efforts
ex ist; 30;
29,7%
No reply ;
23; 22, 8%
Implement
ed
organisa-
tion-wide;
13; 12, 9%
Implement
ed in
some
dep./units;
16; 15, 8%
Not
ex isting;
19; 18, 8%

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The analysis by educational sector shows a similar trend in the responses of institutional policy
makers/managers, who register higher figures for policies implemented organisation-wide than their
counterparts.
Diagram 4.63.a – An explicit institutional policy
Higher education – Breakdown per educational role
Diagram 4.63.b – Adult learning – Breakdown per educational role
The clear picture that emerges here is that organisation-wide explicit policies in support of the use of
OER are the least prevalent, a clear indication as to the need for vigorous action to be taken by
institutional decision makers.
2.2.2. A partnership with other organisations
This sub-question was analysed earlier from the perspective of networks of innovation (chapter IV.I,
section B), where we noted response patterns where the prevalence of partnerships augments from
the lowest values registered for organisation-wide implementation to the highest values recorded for
the existence of individual efforts (with the exception of adult learning, where the implementation
category in some departments/units supersedes the individual efforts).
2.2.3. Specific quality assurance processes for OER
This sub-question was analysed earlier from the perspective of OER supply (chapter IV.I, section C,
2.1). For higher education and adult learning, there is a prevalent notion that there are no specific
quality assurance processes in place for OER, followed by the item indicating individual efforts. The
74
12
62
82
16
66
43
4
39
39
12
27
70
12
58
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Indiv idual efforts ex ist Implemented in some departments/units Implemented organisation-w ide No reply
19
5
14
30
9
21
16
5
11
13
6
7
23
6
17
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in some departments/units Implemented organisation-wide No reply

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least represented item regards the implementation of OER quality assurance processes across the
organisation.
2.2.4. Specific pedagogical scenarios and models for open educational practices.
The status of pedagogical scenarios and models that are specific to open educational practices in
organisations follows an identical trend to other aspects of institutional policies. In this case, the
existence of individual efforts takes the lead overall, at 33.3%, followed by inexistence, at 21.3%.
Again, we note that organisation-wide implementation gathers the least opinions overall, at 6.8%.
Diagram 4.64.a – Specific pedagogical scenarios and models for open educational practices
Diagram 4.64.b – Higher education
Diagram 4.64.c – Adult learning
The breakdown by educational role shows that institutional policy makers register higher than their
counterparts regarding the existence of organisation-wide implementations in the two sectors
surveyed and lower regarding the inexistence of any specific pedagogical scenarios and models for
OEP.
Individual
efforts ex ist;
136; 33,3%
Implemented
organisation-
w ide; 28;
6,8%
No reply ; 96;
23,5%
Implemented
in some
departments
/units; 62;
15,2%
Not ex isting;
87; 21,3%
Implement
ed
organisa-
tion-wide;
19; 6, 2%
Individual
efforts
ex ist; 104;
33,8%
No reply ;
75; 24, 4%
Implement
ed in
some
dep./units;
43; 14, 0%
Not
ex isting;
67; 21, 8%
Individual
efforts
ex ist; 32;
31,7%
Implement
ed
organisa-
tion-wide;
9; 8, 9%
No reply ;
21; 20, 8%
Implement
ed in
some
dep./units;
19; 18, 8%
Not
ex isting;
20; 19, 8%

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79
Diagram 4.65.a – Specific pedagogical scenarios and models for open educational practices
Higher education – Breakdown per educational role
Diagram 4.65.b – Adult learning – Breakdown per educational role
2.3. OER leading to institutional innovations and the need for skill support were targeted in two sub-
questions:
Institutional policy makers/managers: Q4.4. How would you rate the following statements?
(and educational professionals): 2. (5.) Using OER leads to institutional innovations.
5. In order to stimulate the use of OER, specific skill support at institutional level is needed.
2.3.1. Using OER leads to institutional innovations
This sub-question was analysed earlier from the perspective of cultures of innovation (chapter IV.II,
section A1, 1.2.2), where we saw that the majority of both targets – institutional policy
makers/managers and educational professionals – gave a positive and very positive rating to this
assertion, overall and per sector (with the highest values in adult learning, at 71.2%).
2.3.2. Specific skill support at institutional level is needed to stimulate OER use
The combination of positive responses from the institutional policy makers/managers to this sub-
question reaches 73.6% overall, with a similar pattern in each sector.
67
8
59
104
20
84
43
10
33
19
6
13
75
12
63
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in som e departments/units Implemented organisation-wide N o reply
20
3
17
32
12
20
19
6
13
9
4
5
21
6
15
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/Manager
Educational professional
Not ex isting Individual efforts ex ist Implemented in some departments/units Implemented organisation-wide No reply

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Diagram 4.66.a – Specific skill support at institutional level is needed to stimulate OER use
Diagram 4.66.b – Higher education
Diagram 4.66.c – Adult learning
The analysis of this sub-question should be complemented with that of a related sub-question dealt
with elsewhere in this report (chapter IV.I section A, 3), which shows that the majority of educational
professionals are of the opinion that in order to stimulate the use of OER, specific skill support is
needed.
2.4. Open educational practices from an institutional policy perspective were the focus of two sub-
questions:
Educational professionals: Q4.4. How would you rate the following statements?
2. Teaching strategies promoting the use of OER are explicitly supported in my higher education
institution/adult learning organisation.
3. Adoption of open educational practices is specifically supported in my higher education
institution/adult learning organisation.
2.4.1. Explicit support in the institution for teaching strategies promoting the use of OER
In this respect, the sum of the overall responses to the two positive types of rating (31.7%) is quite
far from the sum for the negative ratings (46.6%), a pattern closely matched by the higher education
sector.
Agree; 30;
34,5%
No reply ; 19;
21,8%
Strongly
disagree; 0;
0,0%
Disagree; 4;
4,6%
Strongly
agree; 34;
39,1%
Agree; 20;
35,7%
No reply ;
13; 23, 2%
Strongly
disagree;
0; 0, 0%
Disagree;
3; 5, 4%
Strongly
agree; 20;
35,7%
Agree; 10;
32,3%
No reply ;
6; 19, 4%
Strongly
disagree;
0; 0, 0%
Disagree;
1; 3, 2%
Strongly
agree; 14;
45,2%

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Diagram 4.67.a – Explicit support for teaching strategies promoting the use of OER
Diagram 4.67.b – Higher education
Diagram 4.67.c – Adult learning
2.4.2. Existence of specific support in the institution for the adoption of open educational practices
The negative ratings account for almost half of the overall responses (48.4%), a trend closely
followed by the higher education sector.
Diagram 4.68.a – Specific support for the adoption of open educational practices
Agree; 82;
25,5%
Strongly
disagree; 37;
11,5%
No reply ; 70;
21,7%
Disagree;
113; 35, 1%
Strongly
agree; 20;
6,2%
Strongly
disagree;
28; 11, 1%
No reply ;
55; 21, 8%
Agree; 62;
24,6%
Disagree;
93; 36, 9%
Strongly
agree; 14;
5,6%
Agree; 20;
28,6%
Strongly
disagree;
9; 12, 9%
No reply ;
15; 21, 4%
Disagree;
20; 28, 6%
Strongly
agree; 6;
8,6%
Agree; 77;
23.9%
Strongly
disagree; 41;
12.7%
No reply ; 72;
22.4%
Disagree;
115; 35. 7%
Strongly
agree; 17;
5.3%

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Diagram 4.68.b – Higher education
Diagram 4.68.c – Adult learning
2.5. The survey queried all respondents on their views regarding institutional polices that may
constitute a barrier to the use of OER:
All respondents: Q4.4 Please evaluate the relevance of the following barriers to the use of OER from
your personal experience:
10. Insufficient reward system for educational professionals devoting time and energy to OER
development.
12. Insufficient support from the management level of higher education institutions/adult learning
organisations.
14. Lack of policies at institutional level to support the creation or use of OER.
2.5.1. Insufficient reward system for educational professionals
The majority of respondents concur unequivocally with this statement, with overall positive
responses reaching 61.7%.
Diagram 4.69.a – Insufficient reward system for educational professionals devoting
time and energy to OER development
Strongly
disagree;
28; 11. 1%
No reply ;
56; 22. 2%
Agree; 60;
23.8%
Disagree;
97; 38. 5%
Strongly
agree; 11;
4.4%
Agree; 17;
24.3%
Strongly
disagree;
13; 18. 6%
No reply ;
16; 22. 9%
Disagree;
18; 25. 7%
Strongly
agree; 6;
8.6%
No reply ;
127; 27, 0%
Very
important;
164; 34, 9%
Unimportant;
44; 9, 4%
Important;
126; 26, 8%
Very
unimportant;
9; 1, 9%

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Diagram 4.69.b – Higher education
Diagram 4.69.c – Adult learning
The breakdown per educational role shows dissimilarity in the adult learning sector, in particular as
regards the learners’ views.
Diagram 4.70.a – Insufficient reward system for educational professionals devoting
time and energy to OER development
Higher education – Breakdown per educational role
No reply ;
101;
28,1%
Unimpor-
tant; 35;
9,7%
Very
unimpor-
tant; 5;
1,4%
Important;
89; 24, 8%
Very
important;
129;
35,9%
No reply ;
26; 23, 4%
Unimpor-
tant; 9;
8,1%
Very
important;
35; 31, 5%
Important;
37; 33, 3%
Very
unimpor-
tant; 4;
3,6%
5
0
1
3
1
35
2
8
18
7
89
1
15
66
7
129
3
17
99
10
101
5
15
66
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

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Diagram 4.70.b – Adult learning – Breakdown per educational role
2.5.2. Insufficient support from the management level
Overall, respondents place a great deal of importance to the need for more support from the
management level, with positive responses totalling 61.7%. It should be noted that this sub-question
received a high percentage of no replies (27.9% overall).
Diagram 4.71.a – Insufficient support from the management level
Diagram 4.71.b – Higher education
Diagram 4.71.c – Adult learning
4
0
2
2
0
9
0
3
6
0
37
3
12
22
0
35
1
8
25
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
Important;
172; 36. 6%
No reply ;
131; 27. 9%
Unimportant;
38; 8. 1%
Very
important;
118; 25. 1%
Very
unimportant;
11; 2. 3%
Important;
130;
36.2%
No reply ;
105;
29.2%
Unimpor-
tant; 29;
8.1%
Very
important;
88; 24. 5%
Very
unimpor-
tant; 7;
1.9%
Important;
42; 37. 8%
No reply ;
26; 23. 4%
Unimpor-
tant; 9;
8.1%
Very
important;
30; 27. 0%
Very
unimpor-
tant; 4;
3.6%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
85
Both educational professionals and institutional policy makers/managers offer positive assessments
to this sub-question: the former at 65.5% in higher education and 67.1% in adult learning; the latter
at 50% in higher education and 64.5% in adult learning.
Diagram 4.72.a – Insufficient support from the management level
Higher education – Breakdown per educational role
Diagram 4.72.b – Adult learning – Breakdown per educational role
2.5.3. Lack of policies at institutional level to support the creation or use of OER
The majority of the respondents rated this barrier as an important or very important one, totalling
63.4%, with similar values by sector.
7
0
1
6
0
29
2
9
14
4
130
3
14
101
12
88
1
14
64
9
105
5
18
67
15
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
4
0
1
3
0
9
1
4
4
0
42
2
13
26
1
30
1
7
22
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
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86
Diagram 4.73.a – Lack of policies at institutional level to support the creation or use of OER
Diagram 4.73.b – Higher education
Diagram 4.73.c – Adult learning
The distribution of responses per educational role is more consistent with the general trend within
the educational roles of the higher education sector.
Diagram 4.74.a – Lack of policies at institutional level to support the creation or use of OER
Higher education – Breakdown per educational role
Important;
174; 37.0%
No reply ;
130; 27.7%
Unimportant;
30; 6.4%
Very
important;
124; 26.4%
Very
unimportant;
12; 2.6%
No reply ;
103;
28.7%
Very
unimpor-
tant; 8;
2.2%
Very
important;
90; 25. 1%
Unimpor-
tant; 22;
6.1%
Important;
136;
37.9%
Important;
38; 34. 2%
No reply ;
27; 24. 3%
Unimpor-
tant; 8;
7.2%
Very
important;
34; 30. 6%
Very
unimpor-
tant; 4;
3.6%
8
0
2
6
0
22
1
8
10
3
136
3
19
102
12
90
2
11
67
10
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
87
Diagram 4.74.b – Adult learning – Breakdown per educational role
When considering the various strands of institutional policies around OER, it becomes obvious that
they are still quite far from impacting on the educational institutions as a whole. The perception by
respondents that using OER can lead to institutional innovations does not seem to translate, to the
same extent, into the existence of organisation-wide implementations, which points to the need for
considerable efforts to be made in this regard. This is further compounded, on the one hand, by the
modest levels of types of support to factors that induce or enable open educational practices to be
firmly established in educational institutions, and on the other hand by the level of importance
attached by respondents to institutional policy barriers to the use of OER.
C. Infrastructures for Creation and Use of OER
Infrastructures are a micro level category of analysis corresponding to an enabling factor for the
creation and use of OER, as well as for the implementation of OEP.
3.1. This factor may be viewed from a policy perspective; this analysis was made earlier in this report
(chapter IV, section A, points 2.6 and 2.7).
3.2. Respondents were queried on a series of potential barriers to the use of OER, three of which are
directly connected to the availability of infrastructures:
All educational roles: Please evaluate the relevance of the following barriers to the use of OER from
your personal experience:
3. Lack of Internet connectivity.
4. Lack of software to adapt the resources to the user’s purposes.
5. Lack of access to computers.
3.2.1. Lack of Internet connectivity
42.5% of all respondents feel this barrier is very unimportant or unimportant while 30.6% rate it as
very important or important. The breakdown per sector leads to a larger figure of unimportance for
higher education, at 45.1%, than that for adult learning, at 34.2%.
4
0
2
2
0
8
0
5
3
0
38
3
9
26
0
34
1
8
24
1
27
2
7
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
88
Diagram 4.75.a – Lack of Internet connectivity
Diagram 4.75.b – Higher education
Diagram 4.75.c – Adult learning
As regards the breakdown per educational role within each sector, higher education professionals
show an uneven distribution of responses across the options provided; adult learning professionals,
to the contrary, present a very even distribution of opinion. Also, while 46.8% of higher education
professionals think Internet connectivity is very unimportant and unimportant for OER use (against
41.6% who think the opposite), only 31.4% of adult learning professionals share that view (against
45.7% who think it is important or very important).
Diagram 4.76.a – Lack of Internet connectivity
Higher education – breakdown per educational role
Important; 71;
15.1%
No reply ;
126; 26.8%
Unimportant;
88; 18.7%
Very
important; 73;
15.5%
Very
unimportant;
112; 23.8%
Important;
44; 12. 3%
No reply ;
99; 27. 6%
Unimpor-
tant; 64;
17.8%
Very
important;
54; 15. 0%
Very
unimpor-
tant; 98;
27.3%
No reply ;
27; 24. 3%
Important;
27; 24. 3%
Unimpor-
tant; 24;
21.6%
Very
important;
19; 17. 1%
Very
unimpor-
tant; 14;
12.6%
98
1
13
78
6
64
3
15
40
6
44
2
6
29
7
54
1
7
38
8
99
4
15
67
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
89
Diagram 4.76.b – Adult learning – breakdown per educational role
The above responses show that there is still a relevant barrier posed by the insufficient coverage of
Internet access for OER users.
3.2.2. Lack of software to adapt the resources to the user’s purposes
Overall, the majority of respondents considers this barrier very important or important, but the adult
learning respondents more so than their counterparts.
Diagram 4.77.a – Lack of software to adapt the resources to the user’s purposes
Diagram 4.77.b – Higher education
Diagram 4.77.c – Adult learning
14
0
6
8
0
24
1
9
14
0
27
3
8
16
0
19
0
2
16
1
27
2
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply
Very
unimportant;
37; 7, 9%
Unimportant;
115; 24, 5%
Important;
131; 27, 9%
Very
important; 61;
13,0%
No reply ;
126; 26, 8%
Important;
91; 25. 3%
Very
important;
45; 12. 5%
No reply ;
99; 27. 6%
Unimpor-
tant; 94;
26.2%
Very
unimpor-
tant; 30;
8.4%
Very
important;
16; 14. 4%
No reply ;
27; 24. 3%
Very
unimpor-
tant; 7;
6.3%
Unimpor-
tant; 21;
18.9%
Important;
40; 36. 0%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
90
Given the sector breakdown per educational role, one observes that higher education professionals
rate in a fairly similar way the positive assessments (at 37.9%) and the negative ones (at 35.2%). A
dissimilar pattern can be observed in the adult learning professional, 52.9% of whom rate positively,
against 24.3% who rate negatively.
Diagram 4.78.a – Lack of software to adapt the resources to the user’s purposes
Higher education – breakdown per educational role
Diagram 4.78.b – Adult learning – breakdown per educational role
These results indicate that actions are needed to make available appropriate software, in particular
when considering the repurposing of existing OER to better suit the users’ educational needs.
3.2.3. Lack of access to computers
Almost half of all respondents (45.5%) felt this was very unimportant or unimportant, with only 28%
considering it to be important or very important. However, in the breakdown by sector while higher
education respondents strongly favour the negative options, adult learning respondents provide
more balanced views as seen from the values given for positive and negative options.
30
0
7
18
5
94
4
14
71
5
91
2
13
65
11
45
1
7
31
6
99
4
15
67
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
7
0
2
5
0
21
1
8
12
0
40
3
12
24
1
16
0
3
13
0
27
2
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
91
Diagram 4.79.a – Lack of access to computers
Diagram 4.79.b – Higher education
Diagram 4.79.c – Adult learning
When analysing the breakdown per educational role in the two sectors, the replies from higher
education professionals for the positive attributes total 23.0%, against 50.8% for the negative ones.
The opposite is observed in the replies from the adult learning professionals, with 44.3% for the
positive attributes against 34.3% for the negative ones.
Diagram 4.80.a – Lack of access to computers
Higher education – breakdown per educational role
Unimportant;
95; 20. 2%
Important; 58;
12.3%
Very
important; 74;
15.7%
No reply ;
124; 26. 4%
Very
unimportant;
119; 25. 3%
Important;
36; 10. 0%
Very
important;
52; 14. 5%
No reply ;
98; 27. 3%
Very
unimpor-
tant; 103;
28.7%
Unimpor-
tant; 70;
19.5%
Important;
22; 19. 8%
Very
important;
22; 19. 8%
No reply ;
26; 23. 4%
Unimpor-
tant; 25;
22.5%
Very
unimpor-
tant; 16;
14.4%
103
2
15
79
7
70
3
13
49
5
36
1
4
24
7
52
1
9
34
8
98
4
15
66
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
92
Diagram 4.80.b – Adult learning – breakdown per educational role
The survey sought the opinion of the respondents regarding several factors in support of the use of
OER, among which the existence of specific technological infrastructures. The responses to this sub-
question were already analysed from an OER supply perspective (chapter IV.I, section A, point 2.2),
where we saw a pattern emerging namely that the sum of replies on non existence of technological
infrastructures and the existence of individual efforts outweighs the two replies geared towards
institutionalised practices, and we concluded that data analysis would suggest that there is room for
active policies encouraging the implementation of technological infrastructures for OER where they
lack.
On the whole, the opinions of respondents on infrastructure-related questions point to a lower level
of perceived importance as regards generic-purpose infrastructures (Internet connectivity, access to
computers), which can be explained by their pervasiveness and wide availability. This is
counterbalanced by a lower degree of perceived relevance regarding technological infrastructures
that are specific to supporting OER, where data suggest there is much room for improvement. In fact,
where they exist, such infrastructures stem predominantly from the initiative of individuals or units
within organisations. This points to the strategic aim of getting the entire educational organisation
behind OER and OEP and backing that support through earmarked resources. As we already
remarked, appropriate institutional policies in this regard are both timely and required.
2. Perceptions and Opinions towards OER
A few attributes can be used to characterise the representations of respondents regarding OER, as
presented in the following sub-sections.
A. Attitudes towards the Use of OER
The survey was addressing different realities of using OER.
Educational policy maker; institutional policy maker/manager; educational professional: Q4.1. What
is your view on open educational practices in higher education institutions/adult learning
organisations today? Do you think that…
... they are sufficiently developed?
... they are moderately developed?
16
0
8
8
0
25
2
7
16
0
22
2
5
14
1
22
0
5
17
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

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93
... they are underdeveloped?
... they are not developed at all?
Overall, roughly half of the respondents (50.9%) consider that open educational practices are
currently undeveloped in educational institutions, and only a small minority is satisfied with the state
of development of OEP (3.1%). Both sectors follow this trend closely.
Diagram 4.81.a – Views on state of development of OEP in education/training institutions
Diagram 4.81.b – Higher education
Diagram 4.81.c – Adult learning
The breakdown of responses per educational role shows the same trend described above and also
that institutional policy makers/managers in higher education and educational professionals in adult
learning score the highest (both at 57.1%) in considering that OEP are underdeveloped in educational
institutions.
... they are
moderately
dev eloped;
73; 17.1%
... they are
sufficiently
dev eloped;
13; 3.1%
No reply ; 87;
20.4%
... they are
underdev el-
oped; 217;
50.9%
... they are not
dev eloped at
all; 36; 8.5%
... they are
underde-
v eloped;
160;
50.2%
... they are
moderate-
ly dev el-
oped; 58;
18.2%
... they are
sufficiently
dev eloped
; 9; 2.8%
No reply ;
65; 20. 4%
... they are
not
dev eloped
at all; 27;
8.5%
No reply ;
22; 20. 6%
... they are
sufficiently
dev eloped;
4; 3. 7%
... they are
moderately
dev eloped;
15; 14. 0%
... they are
underde-
v eloped;
57; 53. 3%
... they are
not
dev eloped
at all; 9;
8.4%

Beyond OER: Shifting Focus from Resources to Practices
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94
Diagram 4.82.a – Views on state of development of OEP in education/training institutions
Higher education – Breakdown per educational role
Diagram 4.82.b – Adult learning – Breakdown per educational role
The unequivocal nature of the opinions expressed seems to confirm that for respondents the use of
OER does not equal the prevalence of open educational practices in institutions; this suggests the
need for further efforts to be made within educational institutions in promoting open educational
practices and adopting a supporting internal framework and appropriate measures to favour both
the emergence, the sustainability and the recognition of OEP.
B. Perceived Usefulness of OER
Educational policy makers; institutional policy makers /managers; learners: Q3.3 Please tell us what
in your experience is the value of OER for education/training (formal, non formal, informal), by rating
the following statements:
1. OER raise efficiency because materials can be re-used.
1.1. OER raise efficiency because materials can be re-used
The vast majority of respondents concur with one important characteristics of OER, i.e., its ability to
be re-used, and acknowledge the consequent link with efficiency (81.8%).
27
1
2
24
160
4
32
124
58
2
9
47
9
1
2
6
65
3
11
51
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
... they are not dev eloped at all ... they are underdeveloped . ..they are moderately developed ...they are sufficiently dev eloped No reply
9
0
3
6
57
3
14
40
15
2
6
7
4
0
2
2
22
1
6
15
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
... they are not dev eloped at all ... they are underdeveloped . ..they are moderately developed ...they are sufficiently dev eloped No reply

Beyond OER: Shifting Focus from Resources to Practices
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95
Diagram 4.83.a – OER raise efficiency because materials can be re-used
Diagram 4.83.b – Higher education
Diagram 4.83.c – Adult learning
The positive pattern is particularly consistent across educational roles in the higher education sector.
Diagram 4.84.a – OER raise efficiency because materials can be re-used
Higher education – Breakdown per educational role
Strongly
agree; 42;
28.4%
Agree; 79;
53.4%
Disagree; 1;
0.7%
No reply ; 24;
16.2%
Strongly
disagree; 2;
1.4%
Strongly
agree; 24;
22.4%
Agree; 63;
58.9%
Strongly
disagree;
1; 0. 9%
No reply ;
19; 17. 8%
Disagree;
0; 0. 0%
Strongly
agree; 18;
43.9%
Agree; 16;
39.0%
Strongly
disagree;
1; 2. 4%
No reply ;
5; 12. 2%
Disagree;
1; 2. 4%
24
4
12
8
63
6
35
22
0
0
0
0
1
0
0
1
19
1
9
9
0% 20% 40% 60% 80% 100%
All roles
Educational policy makers
Institutional policy
makers /managers
Learners
Strongly agree Agree Disagree Strongly dis agree No reply

Beyond OER: Shifting Focus from Resources to Practices
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Diagram 4.84.b – Adult learning – Breakdown per educational role
C. Perceived Quality of OER
Respondents were asked about their opinion on the value and quality of OER.
Educational policy makers; institutional policy makers /managers; learners: Q3.3 Please tell us what
in your experience is the value of OER for education/training (formal, non formal, informal), by rating
the following statements:
2. The quality of OER can be a problem.
Based on their experiences, the majority of respondents (68.9% overall) agree that the quality of OER
can be a problem; respondents from the adult learning sector feel even stronger about this issue, at
78% of their responses.
Diagram 4.85.a – The quality of OER can be a problem.
18
3
14
1
15
2
13
0
1
0
1
1
1
0
0
5
0
3
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy makers
Institutional policy
makers /managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply
Agree; 83;
56.1%
Strongly
agree; 19;
12.8%
Disagree; 21;
14.2%
No reply ; 23;
15.5%
Strongly
disagree; 2;
1.4%

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Diagram 4.85.b – Higher education
Diagram 4.85.c – Adult learning
The comparison of the opinions expressed by educational role shows that the educational policy
makers in both sectors are the ones who evidence a higher agreement with the statement.
Diagram 4.86.a – The quality of OER can be a problem.
Higher education – Breakdown per educational role
Diagram 4.86.b – Adult learning – Breakdown per educational role
The very clear opinions shown in this sub-question point to the need for actions to promote the
quality of OER, which should lead to a boost in usage and support also open educational practices.
Agree; 54;
50.5%
Strongly
agree; 16;
15.0%
Strongly
disagree;
2; 1. 9%
No reply ;
18; 16. 8%
Disagree;
17; 15. 9%
Agree; 29;
70.7%
Strongly
agree; 3;
7.3%
Strongly
disagree;
0; 0. 0%
No reply ;
5; 12. 2%
Disagree;
4; 9. 8%
16
1
10
5
54
9
25
20
17
1
13
3
2
0
0
2
18
0
8
10
0% 20% 40% 60% 80% 100%
All roles
Educational policy makers
Institutional policy
makers /managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply
3
0
3
0
29
5
22
2
4
1
3
0
0
0
0
0
5
0
3
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy makers
Institutional policy
makers /managers
Learners
Strongly agree Agree Disagree Strongly dis agree No reply

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98
D. Barriers to Use OER
A list of 19 potential barriers to use were proposed to all respondents as the last question in
chapter IV of the survey. Some of the sub-questions were already dealt with under previous
categories of our analysis, but we review them all here to provide a complete picture of respondents
views on these barriers.
All respondents: Please evaluate the relevance of the following barriers to the use of OER from your
personal experience:
1. Not invented here syndrome: no trust in others’ resources.
2. Lack of time to find suitable materials.
3. Lack of Internet connectivity.
4. Lack of software to adapt the resources to the user’s purposes.
5. Lack of access to computers.
6. Lack of quality of the OER.
7. Lack of OER that are culturally relevant to the user.
8. Lack of OER in the user’s native language.
9. OER are not embedded into the learning scenarios.
10. Insufficient reward system for educational professionals devoting time and energy to OER
development.
11. Lack of interest in pedagogical innovation among educational professionals.
12. Insufficient support from the management level of higher education institutions.
13. Lack of policies at national/regional level to support the creation or use of OER.
14. Lack of policies at institutional level to support the creation or use of OER.
15. Lack of interest in creating or using OER.
16. Educational professionals lack the skills to create or use OER.
17. Learners lack the skills to create or use OER.
18. Educational professionals lack the time to create or use OER.
19. Learners lack the time to create or use OER.
1. Not invented here syndrome: no trust in others’ resources.
Trust in the OER available from others is a barrier perceived by almost half of all respondents (44.2%
of “important” and “very important” replies), with emphasis on respondents from the higher
education, 10.6% of whom felt this was a “very important” barrier.
Diagram 4.87.a – No trust in others’ resources
No reply ;
127; 27.0%
Important;
165; 35.1%
Unimportant;
110; 23.4%
Very
important; 43;
9.1%
Very
unimportant;
25; 5.3%

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99
Diagram 4.87.b – Higher education
Diagram 4.87.c – Adult learning
In the breakdown per educational role, educational policy makers from both sectors and learners in
adult learning were the only ones who did not to rate this barrier as “very important”.
Diagram 4.88.a – No trust in others’ resources
Higher education – Breakdown per educational role
No reply ;
100;
27.9%
Important;
124;
34.5%
Unimpor-
tant; 77;
21.4%
Very
important;
38; 10. 6%
Very
unimpor-
tant; 20;
5.6%
No reply ;
27; 24. 3%
Important;
41; 36. 9%
Unimpor-
tant; 33;
29.7%
Very
important;
5; 4. 5%
Very
unimpor-
tant; 5;
4.5%
20
0
3
13
4
77
3
12
56
6
124
4
18
91
11
38
0
8
24
6
100
4
15
68
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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100
Diagram 4.88.b – Adult learning – Breakdown per educational role
These results might direct the attention of policy makers and managers towards addressing issues of
trust in OER through actions in the fields of quality and promotion.
2. Lack of time to find suitable materials
Devoting time to search for suitable materials is regarded as a relevant barrier by 56.8% of all
respondents.
Diagram 4.89.a – Lack of time to find suitable materials
Diagram 4.89.b – Higher education
Diagram 4.89.c – Adult learning
5
0
1
4
0
33
2
7
23
1
41
2
15
24
0
5
0
2
3
0
27
2
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
No reply ;
123; 26.2%
Important;
206; 43.8%
Very
unimportant;
11; 2.3%
Very
important; 61;
13.0%
Unimportant;
69; 14.7%
No reply ;
97; 27. 0%
Important;
153;
42.6%
Unimpor-
tant; 52;
14.5%
Very
important;
48; 13. 4%
Very
unimpor-
tant; 9;
2.5%
No reply ;
26; 23. 4%
Important;
53; 47. 7%
Unimpor-
tant; 17;
15.3%
Very
important;
13; 11. 7%
Very
unimpor-
tant; 2;
1.8%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
101
This barrier is felt in a fairly consistent way across educational roles in higher education, with some
divergence in pattern as regards the responses by educational policy makers and learners in the adult
learning sector.
Diagram 4.90.a – Lack of time to find suitable materials
Higher education – Breakdown per educational role
Diagram 4.90.b – Adult learning – Breakdown per educational role
These results seem to indicate that respondents could benefit from the availability of information
tools on OER that might curtail the time spent on locating the OER they need.
3. Lack of Internet connectivity
42.5% of all respondents feel this barrier is very unimportant or unimportant while 30.6% rate it as
very important or important. The breakdown per sector leads to a larger figure of unimportance for
higher education, at 45.1%, than that for adult learning, at 34.2%.
9
0
1
6
2
52
2
8
36
6
153
4
25
110
14
48
1
7
35
5
97
4
15
65
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
2
0
2
0
0
17
0
4
13
0
53
4
14
34
1
13
0
5
8
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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102
Diagram 4.91.a – Lack of Internet connectivity
Diagram 4.91.b – Higher education
Diagram 4.91.c – Adult learning
As regards the breakdown per educational role within each sector, higher education professionals
show an uneven distribution of responses across the options provided; adult learning professionals,
to the contrary, present a very even distribution of opinion. Also, while 46.8% of higher education
professionals think Internet connectivity is very unimportant and unimportant for OER use (against
41.6% who think the opposite), only 31.4% of adult learning professionals share that view (against
45.7% who think it is important or very important).
Diagram 4.92.a – Lack of Internet connectivity
Higher education – Breakdown per educational role
Important; 71;
15.1%
No reply ;
126; 26.8%
Unimportant;
88; 18.7%
Very
important; 73;
15.5%
Very
unimportant;
112; 23.8%
Important;
44; 12. 3%
No reply ;
99; 27. 6%
Unimpor-
tant; 64;
17.8%
Very
important;
54; 15. 0%
Very
unimpor-
tant; 98;
27.3%
No reply ;
27; 24. 3%
Important;
27; 24. 3%
Unimpor-
tant; 24;
21.6%
Very
important;
19; 17. 1%
Very
unimpor-
tant; 14;
12.6%
98
1
13
78
6
64
3
15
40
6
44
2
6
29
7
54
1
7
38
8
99
4
15
67
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
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103
Diagram 4.92.b – Adult learning – Breakdown per educational role
The above responses show that there is still a relevant barrier posed by the insufficient coverage of
Internet access for OER users.
4. Lack of software to adapt the resources to the user’s purposes
Overall, the majority of respondents considers this barrier very important or important, but the adult
learning respondents more so than their counterparts.
Diagram 4.93.a – Lack of software to adapt the resources to the user’s purposes
14
0
6
8
0
24
1
9
14
0
27
3
8
16
0
19
0
2
16
1
27
2
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply
Very
unimportant;
37; 7, 9%
Unimportant;
115; 24, 5%
Important;
131; 27, 9%
Very
important; 61;
13,0%
No reply ;
126; 26, 8%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
104
Diagram 4.93.b – Higher education
Diagram 4.93.c – Adult learning
Given the sector breakdown per educational role, one observes that higher education professionals
rate in a fairly similar way the positive assessments (at 37.9%) and the negative ones (at 35.2%). A
dissimilar pattern can be observed in the adult learning professional, 52.9% of whom rate positively,
against 24.3% who rate negatively.
Diagram 4.94.a – Lack of software to adapt the resources to the user’s purposes
Higher education – breakdown per educational role
Important;
91; 25. 3%
Very
important;
45; 12. 5%
No reply ;
99; 27. 6%
Unimpor-
tant; 94;
26.2%
Very
unimpor-
tant; 30;
8.4%
Very
important;
16; 14. 4%
No reply ;
27; 24. 3%
Very
unimpor-
tant; 7;
6.3%
Unimpor-
tant; 21;
18.9%
Important;
40; 36. 0%
30
0
7
18
5
94
4
14
71
5
91
2
13
65
11
45
1
7
31
6
99
4
15
67
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
105
Diagram 4.94.b – Adult learning – breakdown per educational role
These results indicate that actions are needed to make available appropriate software, in particular
when considering the repurposing of existing OER to better suit the users’ educational needs.
5. Lack of access to computers
Almost half of all respondents (45.5%) felt this was very unimportant or unimportant, with only 28%
considering it to be important or very important. However, in the breakdown by sector while higher
education respondents strongly favour the negative options, adult learning respondents provide
more balanced views as seen from the values given for positive and negative options.
Diagram 4.95.a – Lack of access to computers
7
0
2
5
0
21
1
8
12
0
40
3
12
24
1
16
0
3
13
0
27
2
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important N o reply
Unimportant;
95; 20. 2%
Important; 58;
12.3%
Very
important; 74;
15.7%
No reply ;
124; 26. 4%
Very
unimportant;
119; 25. 3%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
106
Diagram 4.95.b – Higher education
Diagram 4.95.c – Adult learning
When analysing the breakdown per educational role in the two sectors, the replies from higher
education professionals for the positive attributes total 23.0%, against 50.8% for the negative ones.
The opposite is observed in the replies from the adult learning professionals, with 44.3% for the
positive attributes against 34.3% for the negative ones.
Diagram 4.96.a – Lack of access to computers
Higher education – breakdown per educational role
Diagram 4.96.b – Adult learning – breakdown per educational role
6. Lack of quality of the OER
Important;
36; 10. 0%
Very
important;
52; 14. 5%
No reply ;
98; 27. 3%
Very
unimpor-
tant; 103;
28.7%
Unimpor-
tant; 70;
19.5%
Important;
22; 19. 8%
Very
important;
22; 19. 8%
No reply ;
26; 23. 4%
Unimpor-
tant; 25;
22.5%
Very
unimpor-
tant; 16;
14.4%
103
2
15
79
7
70
3
13
49
5
36
1
4
24
7
52
1
9
34
8
98
4
15
66
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply
16
0
8
8
0
25
2
7
16
0
22
2
5
14
1
22
0
5
17
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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107
The issue of quality as a barrier to OER use (see also the related chapter IV.II, section B.4.
Representations of Quality and chapter IV.I, section C, 1.1) is positively assessed by nearly half of all
respondents (47.4%, against 24.2% who stated it was unimportant or very unimportant), similarly
distributed by sector.
Diagram 4.97.a – Lack of quality of the OER
Diagram 4.97.b – Higher education
Diagram 4.97.c – Adult learning
The general pattern observed is also followed in higher education by the institutional policy
makers/managers and the educational professionals. In the adult learning sector, 62.3% of
institutional policy makers/managers rate this factor positively, against 16.1% who rate it negatively,
while opinions are more balanced in the educational professionals of this sector, with 45.7% positive
replies, against 32.9% of negative ones. The distribution of responses shows an uneven pattern in
educational policy makers and adult learners, affected by the rate of no replies.
Very
important; 65;
13.8%
No reply ;
133; 28. 3%
Important;
158; 33. 6%
Unimportant;
87; 18. 5%
Very
unimportant;
27; 5. 7%
Very
important;
44; 12. 3%
No reply ;
105;
29.2%
Unimpor-
tant; 68;
18.9%
Very
unimpor-
tant; 18;
5.0%
Important;
124;
34.5%
Important;
34; 30. 6%
Very
important;
21; 18. 9%
No reply ;
28; 25. 2%
Very
unimpor-
tant; 9;
8.1%
Unimpor-
tant; 19;
17.1%

Beyond OER: Shifting Focus from Resources to Practices
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108
Diagram 4.98.a – Lack of quality of the OER
Higher education – breakdown per educational role
Diagram 4.98.b – Adult learning – breakdown per educational role
As suggested before, it seems clear that quality is an issue that concerns the respondents and
therefore would deserve specific attention, at public and institutional policy level alike.
7. Lack of OER that are culturally relevant to the user
Half of all respondents felt that this barrier is very important or important, with a higher contribution
from the adult learning sector, in relative terms. The rating of very unimportant was notably low, and
similarly so in both sectors under scrutiny.
18
0
3
13
2
68
1
12
50
5
124
4
20
87
13
44
1
6
30
7
105
5
15
72
13
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
9
0
1
8
0
19
0
4
15
0
34
2
12
19
1
21
1
7
13
0
28
3
7
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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109
Diagram 4.99.a – Lack of OER that are culturally relevant to the user
Diagram 4.99.b – Higher education
Diagram 4.99.c – Adult learning questionnaire
Considering the breakdown by educational role in the two sectors surveyed, both institutional policy
makers/managers and educational professionals share a pattern of circa half of the responses with a
preference for positive attributes and circa a quarter for the negative ones.
Diagram 4.100.a –Lack of OER that are culturally relevant to the user
Higher education – breakdown per educational role
Important;
168; 35. 7%
Very
important;
67; 14. 3%
No reply ;
128; 27. 2%
Unimportant;
85; 18. 1%
Very
unimportant;
22; 4. 7%
Very
important;
43; 12. 0%
No reply ;
102;
28.4%
Unimpor-
tant; 71;
19.8%
Very
unimpor-
tant; 17;
4.7%
Important;
126;
35.1%
No reply ;
26; 23. 4%
Very
important;
24; 21. 6%
Very
unimpor-
tant; 5;
4.5%
Important;
42; 37. 8%
Unimpor-
tant; 14;
12.6%
17
0
3
11
3
71
2
13
45
11
126
2
15
100
9
43
2
9
28
4
102
5
16
68
13
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
110
Diagram 4.100.b – Adult learning – breakdown per educational role
In light of these results, the appropriateness of OER to the cultural contexts of use is an issue that
would deserve specific measures at various levels, so that the impact of this barrier may be softened
in time.
8. Lack of OER in the user’s native language
Near half of all respondents rated this barrier as very important or important; the corresponding
score for adult learning respondents was 56.7%.
Diagram 4.101.a – Lack of OER in the user’s native language
5
0
1
4
0
14
2
4
8
0
42
1
15
25
1
24
1
5
18
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
Very
unimportant;
35; 7.4%
Important;
137; 29.1%
Very
important; 88;
18.7%
No reply ;
127; 27.0%
Unimportant;
83; 17.7%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
111
Diagram 4.101.b –Higher education
Diagram 4.101.c – Adult learning
The above trend can also be observed in both institutional policy makers/managers and educational
professionals of the two sectors surveyed.
Diagram 4.102.a – Lack of OER in the user’s native language
Higher education – breakdown per educational role
Diagram 4.102.b –Adult learning – breakdown per educational role
Very
important;
58; 16. 2%
No reply ;
101;
28.1%
Important;
104;
29.0%
Very
unimpor-
tant; 30;
8.4%
Unimpor-
tant; 66;
18.4%
Important;
33; 29. 7%
No reply ;
26; 23. 4%
Very
important;
30; 27. 0%
Very
unimpor-
tant; 5;
4.5%
Unimpor-
tant; 17;
15.3%
30
0
7
20
3
66
2
9
47
8
104
3
18
72
11
58
1
7
45
5
101
5
15
68
13
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
5
0
2
3
0
17
2
6
9
0
33
2
12
19
0
30
0
5
24
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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112
The availability of OER in the user’s language constitutes, according to the results of the survey, a
barrier which would point to public policy and institutional policy intervention to support OER supply
from a multi-linguistic perspective.
9. OER are not embedded into the learning scenarios
More than half of all respondents rate this sub-question positively (52.8% of important and very
important ratings), with slightly higher results from the adult learning sector. The negative
assessments are fairly balanced between the two sectors.
Diagram 4.103.a – OER are not embedded into the learning scenarios
Diagram 4.103.b – Higher education
Diagram 4.103.c – Adult learning
When comparing the results of institutional policy makers/managers and educational professionals,
we see that the former provided the higher positive assessments (64.5% in higher education and
61.3% in adult learning, against the latter, at 50% in higher education and 54.3% in adult learning).
Not surprisingly, educational policy makers and learners are the educational roles that provided
higher results of no replies to this sub-question.
No reply ;
129; 27.4%
Important;
180; 38.3%
Very
unimportant;
15; 3. 2%
Very
important; 68;
14.5%
Unimportant;
78; 16.6%
No reply ;
101;
28.1%
Important;
140;
39.0%
Unimpor-
tant; 60;
16.7%
Very
important;
47; 13. 1%
Very
unimpor-
tant; 11;
3.1%
Important;
40; 36. 0%
No reply ;
28; 25. 2%
Unimpor-
tant; 18;
16.2%
Very
important;
21; 18. 9%
Very
unimport-
ant; 4;
3.6%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
113
Diagram 4.104.a – OER are not embedded into the learning scenarios
Higher education – Breakdown per educational role
Diagram 4.104.b – Adult learning – Breakdown per educational role
This barrier – which can also be considered as a factor of innovation in educational institutions – is
perceived by respondents as an important one, and the results show an awareness across sectors
and most educational roles regarding issues of pedagogical innovation and practice surrounding OER.
10. Insufficient reward system for educational professionals devoting time and energy to OER
development
The majority of respondents concur unequivocally with this statement, with overall positive
responses reaching 61.7%.
11
0
0
9
2
60
1
5
50
4
140
3
30
93
14
47
2
6
33
6
101
5
15
67
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply
4
0
2
2
0
18
0
4
14
0
40
3
14
22
1
21
0
5
16
0
28
3
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
114
Diagram 4.105.a – Insufficient reward system for educational professionals
devoting time and energy to OER development
Diagram 4.105.b – Higher education
Diagram 4.105.c – Adult learning
The breakdown per educational role shows dissimilarity in the adult learning sector, in particular as
regards the learners’ views.
Diagram 4.106.a – Insufficient reward system for educational professionals devoting
time and energy to OER development
Higher education – Breakdown per educational role
No reply ;
127; 27, 0%
Very
important;
164; 34, 9%
Unimportant;
44; 9, 4%
Important;
126; 26, 8%
Very
unimportant;
9; 1, 9%
No reply ;
101;
28,1%
Unimpor-
tant; 35;
9,7%
Very
unimpor-
tant; 5;
1,4%
Important;
89; 24, 8%
Very
important;
129;
35,9%
No reply ;
26; 23, 4%
Unimpor-
tant; 9;
8,1%
Very
important;
35; 31, 5%
Important;
37; 33, 3%
Very
unimpor-
tant; 4;
3,6%
5
0
1
3
1
35
2
8
18
7
89
1
15
66
7
129
3
17
99
10
101
5
15
66
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
115
Diagram 4.106.b – Adult learning – Breakdown per educational role
The respondents’ opinions point to the need for appropriate reward systems to be established at
institutional level, which would not only help expand OER use but also ensure the sustainability of
existing initiatives and programmes.
11. Lack of interest in pedagogical innovation among educational professionals
More than half of all respondents felt that lack of interest in pedagogical innovation among
educational professionals was an important and very important barrier to OER use, and over one
quarter did not register a reply. The pattern is similar in each sector surveyed.
Diagram 4.107.a – Lack of interest in pedagogical innovation among educational professionals
4
0
2
2
0
9
0
3
6
0
37
3
12
22
0
35
1
8
25
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
Important;
166; 35,3%
No reply ;
130; 27,7%
Unimportant;
55; 11,7%
Very
important;
108; 23,0%
Very
unimportant;
11; 2,3%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
116
Diagram 4.107.b – Higher education
Diagram 4.107.c – Adult education
The breakdown analysis per educational role does not show remarkable deviations from the pattern
described above.
Diagram 4.108.a – Lack of interest in pedagogical innovation among educational professionals
Higher education – Breakdown per educational role
Diagram 4.108.b – Adult learning – Breakdown per educational role
No reply ;
103;
28.7%
Important;
125;
34.8%
Unimpor-
tant; 42;
11.7%
Very
important;
83; 23. 1%
Very
unimpor-
tant; 6;
1.7%
Important;
41; 36. 9%
No reply ;
27; 24. 3%
Unimpor-
tant; 13;
11.7%
Very
important;
25; 22. 5%
Very
unimpor-
tant; 5;
4.5%
6
0
1
6
0
42
2
8
30
2
125
2
15
96
12
83
2
15
55
11
103
5
17
66
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply
5
0
1
4
0
13
0
5
8
0
41
2
15
23
1
25
1
4
20
0
27
3
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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117
The results support the close link between OER and pedagogical innovation and would seem to
endorse the views we expressed earlier (chapter IV.II.A.1.5) and the need for measures to promote
cultures of innovation in educational institutions.
12. Insufficient support from the management level of higher education institutions/adult learning
organisations
Overall, respondents place a great deal of importance on this barrier, with positive responses
totalling 61.7%. It should be noted that this sub-question received a high percentage of no replies
(27.9% overall).
Diagram 4.109.a – Insufficient support from the management level
Diagram 4.109.b – Higher education
Diagram 4.109.c – Adult learning
Both educational professionals and institutional policy makers/managers offer positive assessments
to this sub-question: the former at 65.5% in higher education and 67.1% in adult learning; the latter
at 50% in higher education and 64.5% in adult learning.
Important;
172; 36. 6%
No reply ;
131; 27. 9%
Unimportant;
38; 8. 1%
Very
important;
118; 25. 1%
Very
unimportant;
11; 2. 3%
Important;
130;
36.2%
No reply ;
105;
29.2%
Unimpor-
tant; 29;
8.1%
Very
important;
88; 24. 5%
Very
unimpor-
tant; 7;
1.9%
Important;
42; 37. 8%
No reply ;
26; 23. 4%
Unimpor-
tant; 9;
8.1%
Very
important;
30; 27. 0%
Very
unimpor-
tant; 4;
3.6%

Beyond OER: Shifting Focus from Resources to Practices
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118
Diagram 4.110.a – Insufficient support from the management level
Higher education – Breakdown per educational role
Diagram 4.110.b – Adult learning – Breakdown per educational role
Thus, the results clearly point to the perception that there is ample ground for improvement as
regards the concrete support that the management of educational institutions should be providing to
OER developments.
13. Lack of policies at national/regional level to support the creation or use of OER
The majority of respondents (60%) leaned toward the idea that a lack of national/regional policies is
an important and very important barrier, with higher distributions in the adult learning sector. The
level of no replies is fairly high, at 27.4% overall.
7
0
1
6
0
29
2
9
14
4
130
3
14
101
12
88
1
14
64
9
105
5
18
67
15
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
4
0
1
3
0
9
1
4
4
0
42
2
13
26
1
30
1
7
22
0
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important N o reply

Beyond OER: Shifting Focus from Resources to Practices
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119
Diagram 4.111.a – Lack of policies at national/regional level to support the creation or use of OER
Diagram 4.111.b – Higher education
Diagram 4.111.c – Adult learning
The defined trend holds across most categories elicited in the survey within each sector. This
consistency reveals a high degree of consensus reached in the entire educational segment surveyed
regardless of the levels of responsibility or activity.
Diagram 4.112.a – Lack of policies at national/regional level to support the creation or use of OER
Higher education – breakdown per educational role
Important;
168; 35. 7%
No reply ;
129; 27. 4%
Unimportant;
48; 10. 2%
Very
important;
114; 24. 3%
Very
unimportant;
11; 2. 3%
No reply ;
103;
28.7%
Important;
131;
36.5%
Unimpor-
tant; 38;
10.6%
Very
important;
79; 22. 0%
Very
unimpor-
tant; 8;
2.2%
Important;
37; 33. 3%
No reply ;
26; 23. 4%
Unimpor-
tant; 10;
9.0%
Very
important;
35; 31. 5%
Very
unimpor-
tant; 3;
2.7%
8
0
0
8
0
38
1
12
20
5
131
3
17
100
11
79
2
11
57
9
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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120
Diagram 4.112.b – Adult learning – breakdown per educational role
The results evidence a rather advanced awareness of the importance of public policies to further OER
developments. This awareness is a notorious fact not only among educational policy makers but
equally across the four educational roles targeted by the OPAL survey.
14. Lack of policies at institutional level to support the creation or use of OER
The majority of the respondents rated this barrier as an important or very important one, totalling
63.4%, with similar values by sector.
Diagram 4.113.a – Lack of policies at institutional level to support the creation or use of OER
3
0
0
3
0
10
1
5
4
0
37
2
10
25
0
35
1
10
23
1
26
2
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
Important;
174; 37.0%
No reply ;
130; 27.7%
Unimportant;
30; 6.4%
Very
important;
124; 26.4%
Very
unimportant;
12; 2.6%

Beyond OER: Shifting Focus from Resources to Practices
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121
Diagram 4.113.b – Higher education
Diagram 4.113.c – Adult learning
The distribution of responses per educational role in more consistent with the general trend within
the educational roles of the higher education sector.
Diagram 4.114.a – Lack of policies at institutional level to support the creation or use of OER
Higher education – Breakdown per educational role
Diagram 4.114.b – Adult learning – Breakdown per educational role
No reply ;
103;
28.7%
Very
unimpor-
tant; 8;
2.2%
Very
important;
90; 25. 1%
Unimpor-
tant; 22;
6.1%
Important;
136;
37.9%
Important;
38; 34. 2%
No reply ;
27; 24. 3%
Unimpor-
tant; 8;
7.2%
Very
important;
34; 30. 6%
Very
unimpor-
tant; 4;
3.6%
8
0
2
6
0
22
1
8
10
3
136
3
19
102
12
90
2
11
67
10
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply
4
0
2
2
0
8
0
5
3
0
38
3
9
26
0
34
1
8
24
1
27
2
7
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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122
Again here, as with the previous sub-question, there is evidence of a high degree of awareness of the
importance of institutional policies for the uptake of OER.
15. Lack of interest in creating or using OER
A clear majority of respondents (58.5%) feels that this barrier is very important and important.
Likewise, the breakdown into sectors provides a similar pattern.
Diagram 4.115.a – Lack of interest in creating or using OER
Diagram 4.115.b – Higher education
Diagram 4.115.c – Adult learning
In analysing the breakdown per educational role in each sector, one observes that in higher
education 50.0% of institutional policy makers/managers rate this sub-question positively, while as
much as 61.5% of educational professionals do so; in adult learning, the lead is taken by institutional
policy makers/managers, at 67.7% of positive replies, and the educational professionals follow suit,
at 61.4%.
Very
unimportant;
9; 1. 9%
Important;
181; 38.5%
Very
important; 94;
20.0%
No reply ;
131; 27.9%
Unimportant;
55; 11.7%
Important;
136;
37.9%
No reply ;
103;
28.7%
Very
unimpor-
tant; 7;
1.9%
Unimpor-
tant; 42;
11.7%
Very
important;
71; 19. 8%
Important;
45; 40. 5%
No reply ;
28; 25. 2%
Very
important;
23; 20. 7%
Very
unimpor-
tant; 2;
1.8%
Unimpor-
tant; 13;
11.7%

Beyond OER: Shifting Focus from Resources to Practices
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123
Diagram 4.116.a – Lack of interest in creating or using OER
Higher education – breakdown per educational role
Diagram 4.116.b – Adult learning – breakdown per educational role
The opinions expressed by the respondents seem to point, as we mentioned earlier, to the relevance
of the existence of cultures of innovation in educational institutions for OER to succeed.
16. Educational professionals lack the skills to create or use OER
More than half of all respondents express agreement with this statement as a barrier to OER use
(56.8%), with especial relevance in the adult learning sector (65.9%).
7
0
2
5
0
42
3
10
25
4
136
1
16
108
11
71
2
12
47
10
103
5
16
67
15
0% 20% 40% 60% 80% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply
2
0
1
1
0
13
0
3
10
0
45
2
16
27
0
23
1
5
16
1
28
3
6
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Institutional policy
maker/ Manager
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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124
Diagram 4.117.a – Educational professionals lack the skills to create or use OER
Diagram 4.117.b – Higher education
Diagram 4.117.c – Adult learning
Considering the distribution by educational role, the higher positive values are shown by institutional
policy makers/managers and educational professionals in both sectors.
Diagram 4.118.a – Educational professionals lack the skills to create or use OER
Higher education – Breakdown per educational role
Important;
170; 36.2%
No reply ;
130; 27.7%
Very
unimportant;
14; 3. 0%
Very
important; 97;
20.6%
Unimportant;
59; 12.6%
Important;
128;
35.7%
No reply ;
103;
28.7%
Unimpor-
tant; 49;
13.6%
Very
important;
68; 18. 9%
Very
unimpor-
tant; 11;
3.1%
Important;
42; 37. 8%
No reply ;
27; 24. 3%
Unimpor-
tant; 10;
9.0%
Very
important;
29; 26. 1%
Very
unimpor-
tant; 3;
2.7%
11
0
1
10
0
49
3
10
31
5
128
2
19
94
13
68
1
10
49
8
103
5
16
68
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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125
Diagram 4.118.b – Adult learning – Breakdown per educational role
These results suggest that measures should be implemented to support skills development by
educational professionals in areas of relevance to OER.
17. Students/Learners lack the skills to create or use OER
In contrast with the previous barrier, only 42.1% of all respondents assessed this barrier positively. It
should be noted that the breakdown of the positive ratings per sector offers differing results: only
39.0% in higher education against 52.2% in adult learning.
Diagram 4.119.a – Students/Learners lack the skills to create or use OER
3
0
0
3
0
10
1
3
6
0
42
1
10
31
0
29
2
11
15
1
27
2
7
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply
No reply ;
132; 28. 1%
Important;
141; 30. 0%
Very
unimportant;
29; 6. 2%
Very
important; 57;
12.1%
Unimportant;
111; 23. 6%

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
126
Diagram 4.119.b – Higher education
Diagram 4.119.c – Adult learning
The distribution of ratings by educational role follows a fairly similar pattern within the two sectors
surveyed, with the exception of the adult learners.
Diagram 4.120.a – Students/Learners lack the skills to create or use OER
Higher education – Breakdown per educational role
Diagram 4.120.b – Adult learning – Breakdown per educational role
No reply ;
104;
29.0%
Important;
104;
29.0%
Unimpor-
tant; 94;
26.2%
Very
important;
36; 10. 0%
Very
unimpor-
tant; 21;
5.8%
No reply ;
28; 25. 2%
Important;
37; 33. 3%
Unimpor-
tant; 17;
15.3%
Very
important;
21; 18. 9%
Very
unimpor-
tant; 8;
7.2%
21
0
3
16
2
94
2
17
71
4
104
3
15
67
19
36
1
4
30
1
104
5
17
68
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant U nimportant Important Very important No reply
8
1
1
7
0
17
6
6
10
0
37
10
10
24
0
21
7
7
13
1
28
7
7
16
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
127
The results would seem to unveil to two different situations, with a potential for intervention in skills
development for adult learners.
18. Educational professionals lack the time to create or use OER
The requirements of time to devote to the creation or use of OER are considered as a relevant barrier
by more than half of all respondents (58.1%), a trend mirrored by each sector.
Diagram 4.121.a – Educational professionals lack the time to create or use OER
Diagram 4.121.b – Higher education
Diagram 4.121.c – Adult learning
The distribution by educational role shows that higher educational learners and educational
professional share similar levels of positive ratings; in adult learning, institutional policy
makers/managers, followed by educational professionals, share the concern for this barrier.
Important;
166; 35. 3%
No reply ;
129; 27. 4%
Very
unimportant;
11; 2. 3%
Very
important;
107; 22. 8%
Unimportant;
57; 12. 1%
No reply ;
102;
28.4%
Important;
124;
34.5%
Unimpor-
tant; 42;
11.7%
Very
important;
84; 23. 4%
Very
unimpor-
tant; 7;
1.9%
Important;
42; 37. 8%
No reply ;
27; 24. 3%
Unimpor-
tant; 15;
13.5%
Very
important;
23; 20. 7%
Very
unimpor-
tant; 4;
3.6%

Beyond OER: Shifting Focus from Resources to Practices
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128
Diagram 4.122.a – Educational professionals lack the time to create or use OER
Higher education – Breakdown per educational role
Diagram 4.122.b – Adult learning – Breakdown per educational role
These results are an indication that institutional measures may need to be put into place to address
this difficulty.
19. Students/Learners lack the time to create or use OER
The trend observed with the previous barrier is not followed when considering this factor for
students/learners, since less than half of all respondents rated it positively (41.0%). Adult learning
respondents, however, replied more positively (47.7%, against 39.0% in higher education). It should
also be noted that there is a high level of no replies in both sectors.
7
0
6
6
1
42
2
18
31
3
124
4
16
87
15
84
0
16
61
7
102
5
56
67
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
4
0
0
4
0
15
0
3
11
1
42
3
15
24
0
23
7
16
0
27
3
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unim portant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
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129
Diagram 4.123.a – Students/Learners lack the time to create or use OER
Diagram 4.123.b – Higher education
Diagram 4.123.c – Adult learning
The distribution of replies by education role within each sector is fairly similar, with the exception of
adult learners.
Diagram 4.124.a – Students/Learners lack the time to create or use OER
Higher education – Breakdown per educational role
No reply ;
130; 27.7%
Important;
143; 30.4%
Very
unimportant;
23; 4.9%
Very
important; 50;
10.6%
Unimportant;
124; 26.4%
No reply ;
103;
28.7%
Important;
107;
29.8%
Unimpor-
tant; 102;
28.4%
Very
important;
33; 9. 2%
Very
unimpor-
tant; 14;
3.9%
No reply ;
27; 24. 3%
Important;
36; 32. 4%
Unimpor-
tant; 22;
19.8%
Very
important;
17; 15. 3%
Very
unimpor-
tant; 9;
8.1%
14
0
1
11
2
102
4
16
77
5
107
2
16
74
15
33
0
6
23
4
103
5
17
67
14
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
130
Diagram 4.124.b – Adult learning – Breakdown per educational role
The results for this barrier seem to indicate a lower need for intervention, particularly when
comparing with the previous barrier.
20. When considering the overall replies to the list of barriers proposed to the respondents in the
survey, there appears a striking even distribution of the no replies. Also, in general, we can say that
respondents would appear to be in broad agreement with the list proposed, and would seem to
consider them relevant, given the positive ratings shown.
Diagram 4.125 – Barriers to the use of OER
Breakdown per barrier
A more in-depth view of the eight top barriers according to each possible rating is offered in the
following tables.
9
0
1
8
0
22
2
7
12
1
36
1
11
24
0
17
6
11
0
27
3
6
15
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Very unimportant Unimportant Important Very important No reply
25
11
112
37
119
27
22
35
15
9
11
11
11
12
9
14
29
11
23
110
69
88
115
95
87
85
83
78
44
55
38
48
30
55
59
111
57
124
165
206
71
131
58
158
168
137
180
126
166
172
168
174
181
170
141
166
143
43
61
73
61
74
65
67
88
68
164
108
118
114
124
94
97
57
107
50
127
123
126
126
124
133
128
127
129
127
130
131
129
130
131
130
132
129
130
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1
3
5
7
9
11
13
15
17
19
Very unimportant Unimportant Important Very important No reply

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
131
Table 4.2.a – Barriers to the use of OER
8 highest scoring barriers rated “Very important”
Barrier
“Very important”
ratings
Total
responses
%
10. Insufficient reward system for educational
professionals devoting time and energy to OER
development
164
470
34.9%
14. Lack of policies at institutional level to support the
creation or use of OER
124
470
26.4%
12. Insufficient support from the management level of
higher education institutions
118
470
25.1%
13. Lack of policies at national/regional level to
support the creation or use of OER
114
470
24.3%
11. Lack of interest in pedagogical innovation among
educational professionals
108
470
23.0%
18. Educational professionals lack the time to create
or use OER
107
470
22.8%
16. Educational professionals lack the skills to create
or use OER
97
470
20.6%
15. Lack of interest in creating or using OER
94
470
20.0%
Table 4.2.b – Barriers to the use of OER
8 highest scoring barriers rated “Important”
Barrier
“Important”
ratings
Total
responses
%
2. Lack of time to find suitable materials
206
470
43.8%
15. Lack of interest in creating or using OER
181
470
38.5%
9. OER are not embedded into the learning scenarios
180
470
38.3%
14. Lack of policies at institutional level to support the
creation or use of OER
174
470
37.0%
12. Insufficient support from the management level of
higher education institutions
172
470
36.6%
16. Educational professionals lack the skills to create
or use OER
170
470
36.2%
7. Lack of OER that are culturally relevant to the user
168
470
35.7%
13. Lack of policies at national/regional level to
support the creation or use of OER
168
470
35.7%
Table 4.2.c – Barriers to the use of OER
8 highest scoring barriers rated “Unimportant”
Barrier
“Unimportant”
ratings
Total
responses
%
19. Learners lack the time to create or use OER
124
470
26.4%
4. Lack of software to adapt the resources to the user's
purposes
115
470
24.5%
17. Learners lack the skills to create or use OER
111
470
23.6%
1. Not invented here syndrome: no trust in others'
resources
110
470
23.4%
5. Lack of access to computers
95
470
20.2%
3. Lack of Internet connectivity
88
470
18.7%
6. Lack of quality of the OER
87
470
18.5%
7. Lack of OER that are culturally relevant to the user
85
470
18.1%

Beyond OER: Shifting Focus from Resources to Practices
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132
Table 4.2.d – Barriers to the use of OER
8 highest scoring barriers rated “Very unimportant”
Barrier
“Very unimportant”
ratings
Total
responses
%
5. Lack of access to computers
119
470
25.3%
3. Lack of Internet connectivity
112
470
23.8%
4. Lack of software to adapt the resources to the
user's purposes
37
470
7.9%
8. Lack of OER in the user's native language
35
470
7.5%
17. Learners lack the skills to create or use OER
29
470
6.2%
6. Lack of quality of the OER
27
470
5.7%
1. Not invented here syndrome: no trust in others'
resources
25
470
5.3%
19. Learners lack the time to create or use OER
23
470
4.9%
3. Attitudes
The attitudes of respondents vis-a-vis the use of OER were addressed in two questions of the survey.
1. Experience
The first one inquired about the experiences of respondents in using OER and was aimed at
educational professionals:
Educational professionals: Q3.2 How do you feel about using OER in your educational practice?
1. I am relieved, because I do not need to create my own materials.
2. I am uneasy, because I do not know how to assess the quality of the OER.
3. I feel uncomfortable, because as an educational professional, I feel that I am obliged to create the
learning materials.
4. I feel uncertain, because I do not know what learners might think of me, if I use another person’s
educational resources instead of creating my own.
5. I feel challenged, because it is not so easy to understand how exactly they fit into my course
programmes.
6. I feel uneasy about openly sharing the learning resources that took me a lot of time and effort to
produce.
7. I have no interest in using OER.
1.1. Attitudes of educational professionals towards creating their own materials
Disagreement and strong disagreement with a sense of relief for not having to produce one’s
teaching/training materials ranked highest in the overall replies to this sub-question, at 48.4% in
aggregate, a pattern replicated in a similar fashion by the educational professionals of the two
sectors surveyed.

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Diagram 4.126.a – Attitudes towards creating one’s own materials
Diagram 4.126.b – Higher education
Diagram 4.126.c – Adult learning
1.2. Attitudes of educational professionals towards assessing the quality of the OER
Concerns over using OER whose quality one has difficulty in assessing rank low in the opinions of the
educational professionals overall, in that 64.6% were in disagreement and strong disagreement.
Again, this attitude is replicated at sector level.
Diagram 4.127.a – Attitudes towards assessing the quality of the OER
Diagram 4.127.b – Higher education
Diagram 4.127.c – Adult learning
Agree; 91;
28.3%
Strongly
disagree; 38;
11.8%
No reply ; 56;
17.4%
Disagree;
118; 36. 6%
Strongly
agree; 19;
5.9%
Agree; 71;
28.2%
Disagree;
96; 38. 1%
Strongly
disagree;
28; 11. 1%
No reply ;
46; 18. 3%
Strongly
agree; 11;
4.4%
Agree; 20;
28.6%
Disagree;
22; 31. 4%
Strongly
disagree;
10; 14. 3%
No reply ;
10; 14. 3%
Strongly
agree; 8;
11.4%
Strongly
disagree; 61;
18.9%
No reply ; 61;
18.9%
Disagree;
147; 45. 7%
Agree; 50;
15.5%
Strongly
agree; 3;
0.9%

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1.3. Attitudes of educational professionals towards feeling obliged to create learning materials
The third statement also gathered a very high percentage of the combined negative replies, totalling
67.1 overall. The strongest negative responses came from the adult learning sector, at 72.8%.
Diagram 4128.a – Attitudes towards feeling obliged to create learning materials
Diagram 4.128.b – Higher education
Diagram 4.128.c – Adult learning
1.4. Attitudes of educational professionals towards learners’ opinion of them using another person’s
educational resources
Strongly
disagree;
47; 18. 7%
No reply ;
50; 19. 8%
Disagree;
114;
45.2%
Agree; 38;
15.1%
Strongly
agree; 3;
1.2%
Disagree;
33; 47. 1%
Strongly
disagree;
14; 20. 0%
No reply ;
11; 15. 7%
Agree; 12;
17.1%
Strongly
agree; 0;
0.0%
Disagree;
154; 47.8%
Strongly
disagree; 62;
19.3%
No reply ; 63;
19.6%
Agree; 36;
11.2%
Strongly
agree; 7;
2.2%
Strongly
disagree;
43; 17. 1%
No reply ;
51; 20. 2%
Disagree;
122;
48.4%
Strongly
agree; 6;
2.4%
Agree; 30;
11.9%
Disagree;
32; 45. 7%
Strongly
disagree;
19; 27. 1%
No reply ;
12; 17. 1%
Agree; 6;
8.6%
Strongly
agree; 1;
1.4%

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The majority of respondents do not comply with a sense that it is expected from them, as
educational professional, to produce learning materials themselves. The combined negative
responses total 72.7%, a pattern that is shared by higher education and adult learning.
Diagram 4.129.a – Attitudes towards learners’ opinion of them using another person’s educational resources
Diagram 4.129.b – Higher education
Diagram 4.129.c – Adult learning
1.5. Attitudes of educational professionals towards understanding how OER fit into their course
programmes
Deciding the most appropriate way to fit OER into one’s course programmes is felt as a challenge by
almost half of all educational professionals (47.2%). In adult learning, as much as 54.3% replies were
in agreement and strong agreement.
Disagree;
148; 46. 0%
Strongly
disagree; 86;
26.7%
No reply ;
60; 18. 6%
Agree; 25;
7.8%
Strongly
agree; 3;
0.9%
Strongly
disagree;
65; 25. 8%
No reply ;
49; 19. 4%
Disagree;
117;
46.4%
Agree; 19;
7.5%
Strongly
agree; 2;
0.8%
Disagree;
31; 44. 3%
Strongly
disagree;
21; 30. 0%
No reply ;
11; 15. 7%
Agree; 6;
8.6%
Strongly
agree; 1;
1.4%

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Diagram 4.130.a – Attitudes towards understanding how OER fit into their course programmes
Diagram 4.130.b – Higher education
Diagram 4.130.c – Adult learning
1.6. Attitudes of educational professionals towards sharing OER
Investing time and effort in creating learning resources that others may use openly is an attitude
denied by 58.3% of all respondents; this figure is even higher in adult education, at 62.9%.
Diagram 4.131.a – Attitudes towards sharing OER
Disagree;
79; 24. 5%
Strongly
disagree; 31;
9.6%
No reply ;
60; 18. 6%
Agree; 137;
42.5%
Strongly
agree; 15;
4.7%
Agree;
107;
42.5%
Disagree;
64; 25. 4%
Strongly
disagree;
24; 9. 5%
No reply ;
50; 19. 8%
Strongly
agree; 7;
2.8%
Agree; 30;
42.9%
Disagree;
15; 21. 4%
Strongly
disagree;
7; 10. 0%
No reply ;
10; 14. 3%
Strongly
agree; 8;
11.4%
Strongly
disagree;
48; 19. 0%
No reply ;
50; 19. 8%
Disagree;
99; 39. 3%
Agree; 47;
18.7%
Strongly
agree; 8;
3.2%

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Diagram 4.131.b – Higher education
Diagram 4.131.c – Adult learning
1.7. Attitude of disinterest in using OER
A meagre 3.1% of all respondents claimed to have no interest in using OER (agreement and strong
agreement combined). Adult education respondents scored slightly higher in the sum of positive
responses, at 8.5%, whilst higher education respondents barely scored 1.6%.
Diagram 4.132.a – Attitude of disinterest in using OER
Diagram 4.132.b – Higher education
Diagram 4.132.c – Adult learning
Disagree;
99; 39. 3%
Strongly
disagree;
48; 19. 0%
No reply ;
50; 19. 8%
Agree; 47;
18.7%
Strongly
agree; 8;
3.2%
Agree; 12;
17.1%
Disagree;
27; 38. 6%
Strongly
disagree;
17; 24. 3%
No reply ;
12; 17. 1%
Strongly
agree; 2;
2.9%
No reply ;
68; 21. 1%
Agree; 8;
2.5%
Disagree;
65; 20. 2%
Strongly
disagree;
179; 55. 6%
Strongly
agree; 2;
0.6%
No reply ;
57; 22. 6%
Agree; 3;
1.2%
Disagree;
51; 20. 2%
Strongly
disagree;
140;
55.6%
Strongly
agree; 1;
0.4%
Disagree;
14; 20. 0%
No reply ;
11; 15. 7%
Agree; 5;
7.1%
Strongly
disagree;
39; 55. 7%
Strongly
agree; 1;
1.4%

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2. Another question can be analysed as conveying information about attitudes vis-a-vis OER, namely:
Educational policy makers, institutional policy makers/managers; learners: Q3.3 Please tell us what in
your experience is the value of OER for education/training (formal, non formal, informal), by rating
the following statements:
3. OER are not so relevant for me, because educational institutions usually have fixed curricula in
which OER often do not fit.
4. Using OER often is not accepted, because they are considered as not being one’s own achievement.
2.1. Lack of relevance of OER because they do not fit into fixed curricula
Overall, the attitude of respondents is one of refusal of the statement proposed, to the mark of
64.8% overall, and very similar figures per sector.
Diagram 4.133.a – Lack of relevance of OER because they do not fit into fixed curricula
Diagram 4.133.b – Higher education
Diagram 4.133.c – Adult learning
When analysing the breakdown of responses by education role, in relative terms, educational policy
makers from higher education stand out.
Strongly
disagree;
23; 15. 5%
No reply ;
26; 17. 6%
Agree; 20;
13.5%
Disagree;
73; 49. 3%
Strongly
agree; 6;
4.1%
No reply ;
20; 18. 7%
Strongly
disagree;
17; 15. 9%
Agree; 14;
13.1%
Disagree;
52; 48. 6%
Strongly
agree; 4;
3.7%
Strongly
disagree;
6; 14. 6%
No reply ;
6; 14. 6%
Agree; 6;
14.6%
Disagree;
21; 51. 2%
Strongly
agree; 2;
4.9%

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139
Diagram 4.134.a – Lack of relevance of OER because they do not fit into fixed curricula
Higher education – Breakdown per educational role
Diagram 4.134.b – Adult learning – Breakdown per educational role
2.2. Non-Acceptance of OER, because they are considered as not being one’s own achievement
The perception of the professional unworthiness of using the result of other people’s achievements
was denied by 49.4% of all respondents (for this question, the focus was seeking the opinion of other
than educational professionals roles), with a stronger emphasis on respondents from the adult
learning sector.
4
1
0
3
14
3
7
4
52
6
29
17
17
0
11
6
20
1
9
10
0% 20% 40% 60% 80% 100%
All roles
Educational policy
makers
Institutional policy
makers /Managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply
2
1
1
0
6
0
6
0
21
2
17
2
6
2
4
0
6
1
3
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy
makers
Institutional policy
makers /Managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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Diagram 4.135.a – Non-Acceptance of OER, because they are considered as not being one’s own achievement
Diagram 4.135.b – Higher education
Diagram 4.135.c – Adult learning
In higher education, the educational policy makers present a response pattern that diverges from the
other two educational roles, in agreement with the proposed statement; it also diverges strikingly
when comparing with their counterparts in adult learning, who follow the trend of disagreement
with the statement.
Diagram 4.136.a – Non-Acceptance of OER, because they are considered as not being one’s own achievement
Higher education – Breakdown per educational role
Agree; 45;
30.4%
Strongly
disagree; 14;
9.5%
No reply ; 25;
16.9%
Disagree; 59;
39.9%
Strongly
agree; 5;
3.4%
Agree; 33;
30.8%
Strongly
disagree;
12; 11. 2%
No reply ;
20; 18. 7%
Disagree;
39; 36. 4%
Strongly
agree; 3;
2.8%
Agree; 12;
29.3%
No reply ;
5; 12. 2%
Strongly
disagree;
2; 4. 9%
Disagree;
20; 48. 8%
Strongly
agree; 2;
4.9%
3
0
1
2
33
8
18
7
39
2
22
15
12
1
5
6
20
0
10
10
0% 20% 40% 60% 80% 100%
All roles
Educational policy
makers
Institutional policy
makers /Managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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141
Diagram 4.136.b – Adult learning – Breakdown per educational role
3. Attitudes reported by respondents toward OER follow a very similar pattern to that already
captured in previous sections of the survey analysis. They evidence a clear understanding of the
purpose of OER and suggest easiness about using, creating and integrating OER into their educational
practices.
Findings under this heading are very robust as the overall trends rate extremely and consistently
high, suggesting an area of broad consensus that is not easily found in other questionnaires probing
attitudes and perceptions.
C. PRACTICES
Evidence of the actual use practices or experiences of OER, as reported by respondents is a key
objective OPAL survey. Therefore, a specific section was devoted to this issue, section II, “Your
experiences with the use of open educational resources” to ascertain to what extent and in what
form are OER being used.
1. Question 2.1 intended to gather information on whether the respondents used OER and in which
of three broad categories:
All educational roles: Q2.1 Open educational resources are resources which are freely available and
can be used, shared or adapted. Please tell us if you have ever used or produced/provided such
materials for teaching or learning.
1. Using existing OER for teaching/training/learning.
2. Creating OER myself and publishing them.
3. Adapting existing OER to fit my needs for teaching/ training/learning.
1.1. Use of existing OER for teaching/training/learning
Almost half of all respondents report an occasional use, followed by a frequent use and no use at all.
In the adult education sector, the percentage of frequent use is higher than in the higher education
sector and the percentage of no use is half of that reported by higher education respondents.
2
0
2
0
12
1
10
1
20
4
15
1
2
1
1
0
5
0
3
2
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy
makers
Institutional policy
makers /Managers
Learners
Strongly agree Agree Disagree Strongly disagree No reply

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142
Diagram 4.137.a – Use of existing OER for teaching/training/learning
Diagram 4.137.b – Higher education
Diagram 4.137.c – Adult education
The analysis of the distribution of responses according to the educational roles evidences distinct
patterns for the sectors surveyed, notably for learners and educational policy makers, as shown in
the two following diagrams. This should, however, be considered with caution, since these are
precisely the educational roles with the lower number of respondents to the survey.
Diagram 4.138.a – Use of existing OER for teaching/training/learning
Higher education – Breakdown per educational role
Often; 132;
28.1%
No reply ; 31;
6.6%
Sometimes;
230; 48.9%
Nev er; 77;
16.4%
Often; 96;
26.7%
No reply ;
22; 6. 1%
Some-
times;
175;
48.7%
Nev er; 66;
18.4%
Often; 36;
32.4%
No reply ;
9; 8. 1%
Some-
times; 55;
49.5%
Nev er; 11;
9.9%
66
5
13
39
9
175
4
19
127
25
96
1
16
75
4
22
1
8
11
2
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply

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143
Diagram 4.138.b – Adult learning – Breakdown per educational role
1.2. Creation and publication of OER
Overall, there is a significant proportion of respondents who replied “never”, more so if we consider
only the valid responses. This occurs to a greater extension in the higher education sector, when
analysing both sectors. Mirroring the situation portrayed by the previous sub-question, here too the
prevalence goes to the sporadic practice, again in both sectors.
Diagram 4.139.a – Creation and publishing of OER
Diagram 4.139.b – Higher education
Diagram 4.139.c – Adult education
11
0
4
7
0
55
3
16
33
3
36
3
8
25
0
9
0
3
5
1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply
Often; 106;
22.6%
No reply ; 39;
8.3%
Sometimes;
164; 34. 9%
Nev er; 161;
34.3%
Often; 81;
22.6%
No reply ;
26; 7. 2%
Some-
times;
124;
34.5%
Nev er;
128;
35.7%
Often; 25;
22.5%
No reply ;
13; 11. 7%
Sometimes
; 40;
36.0%
Nev er; 33;
29.7%

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The distribution across educational roles, comparing sectors, shows a divergent pattern in the
learner and the institutional policy maker groups, as shown below, although the small numbers f
respondents must be taken into account in this regard.
Diagram 4.140.a – Creation and publishing of OER
Higher education – Breakdown per educational role
Diagram 4.140.b – Adult learning – Breakdown per educational role
1.3. Adaptation of existing OER to fit tone’s needs for teaching/training/learning
The same trend observed in the two previous sub-questions is evident here, with almost half of the
responses, overall and per sector, favouring the occasional use. To be noted also the fairly substantial
percentages of inexistence of this type of OER practice, which surpass the frequent use overall and in
the higher education sector.
128
5
21
71
31
124
4
16
98
6
81
1
14
64
2
26
1
5
19
1
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply
33
2
10
19
2
40
2
11
26
1
25
2
6
17
0
13
0
4
8
1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply

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145
Diagram 4.141.a – Adaptation of existing OER to fit one’s needs for teaching/ training/learning
Diagram 4.141.b – Higher education
Diagram 4.141.c – Adult education
In analysing the distribution per educational role and comparing the two sectors surveyed, the higher
education sector shows higher percentages of no use across educational roles. Institutional policy
makers in adult learning claim a far greater frequent use in this category than their counterparts in
higher education, as can be seen in the two diagrams below.
Diagram 4.142.a – Adaptation of existing OER to fit one’s needs for teaching/ training/learning
Higher education – Breakdown per educational role
Often; 96;
20.4%
No reply ; 38;
8.1%
Sometimes;
220; 46.8%
Nev er; 116;
24.7%
Often; 68;
18.9%
No reply ;
27; 7. 5%
Some-
times;
167;
46.5%
Nev er; 97;
27.0%
Often; 28;
25.2%
No reply ;
11; 9. 9%
Some-
times; 53;
47.7%
Nev er; 19;
17.1%
97
5
17
53
22
167
4
20
128
15
68
1
9
55
3
27
1
10
16
0
0% 20% 40% 60% 80% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply

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Diagram 4.142.b – Adult learning – Breakdown per educational role
2. Question 2.2 asked respondents to categorize the OER used for teaching or learning:
Educational professionals; learners: Q2.2 How would you describe the kind of OER that you use for
teaching/ learning?
1. Complete courses/programmes.
2. Parts of courses/programmes.
3. Other materials for learning (e.g., individual websites, documents, videos, etc.).
4. Other. Please specify.
The emerging trend – overall and per sector - favours clearly what could be called an “atomised” use
of OER, that is to say, there appears a clear preference for using individual resources for teaching and
learning, rather than more structured programmes or courses.
Diagram 4.143.a – Kind of OER used for teaching/learning
Valid cases: 336 Missing cases: 134
Diagram 4.143.b – Higher education
Diagram 4.143.c – Adult education
19
2
6
10
1
53
1
15
36
1
28
3
5
19
1
11
0
5
5
1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
All roles
Educational policy maker
Institutional policy
maker/ Manager
Educational professional
Learner
Nev er Sometimes Often No reply
65; 12.1%
161; 29.9%
287; 53.3%
25; 4. 6%
Complete courses/programmes
Parts of courses/programmes
Other materials for learning (e.g., indiv idual w ebsites, docum ents, v ideos, etc.)
Other

Beyond OER: Shifting Focus from Resources to Practices
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147
Valid cases: 269 Missing cases: 90
Valid cases: 67 Missing cases: 44
The distribution of respondent’s opinions per educational role is very similar, as shown in the
following diagram.
Diagram 4.144.a – Kind of OER used for teaching/learning
Higher education – Breakdown per educational role
Diagram 4.144.b – Adult learning – Breakdown per educational role
Sub-question 4 gave respondents the opportunity to indicate any other categories of kinds of OER
used. Overall, 17 responses were received, ranging from technological infrastructures (repositories of
videos, images, dissertations, articles and other resources, databases, open source code, open
platforms) to individual resources (simulations, presentations, exercises, videos, online books,
educational software).
Other; 22;
5.1%
Other
materials
for
learning;
229;
53.5%
Parts of
courses /
program-
mes; 125;
29.2%
Complete
courses /
program-
mes; 52;
12.1%
Other; 3;
3%
Complete
courses /
program-
mes; 13;
12%
Parts of
courses /
program-
mes; 36;
33%
Other
materials
for
learning;
58; 52%
52
45
7
125
110
15
229
197
32
22
21
1
0% 20% 40% 60% 80% 100%
All roles
Educational professional
Learner
Complete
courses/programm es
Parts of
courses/programm es
Other materials for
learning (e.g., indiv idual
w ebsites, documents,
v ideos, etc.)
Other
13
12
1
36
35
1
58
57
1
3
3
0
0% 20% 40% 60% 80% 100%
All roles
Educational professional
Learner
Complete
courses/programm es
Parts of
courses/programm es
Other materials for
learning (e.g., indiv idual
w ebsites, documents,
v ideos, etc.)
Other

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3. Question 2.3 aimed at the purpose of OER use:
Educational professionals: Q2.3 For what purpose do you use OER? (You may choose all the options
that fit your personal case)
I am using OER:
1. To prepare for my teaching/training or get new ideas and inspiration.
2. To teach in the classroom.
3. To give to learners as self-study materials.
4. To substitute my teaching/training in the classroom.
5. To offer online and/or distance education/training.
6. To provide e-learning materials to learners.
7. To compare them with my own teaching/training materials in order to assess the quality of my
materials.
8. Other. Please specify.
9. I am not using OER.
The three categories that received the highest number of responses overall were “1. To prepare for
my teaching/training or get new ideas and inspiration” (21%), “3. To give to learners as self-study
materials” (20%) and “6. To provide e-learning materials to learners”.
Diagram 4.145.a – Purpose of OER use
This trend is followed in a fairly similar way by each sector surveyed.
To c ompare them
w ith my ow n
teaching/training
materials in order to
asses s the quality
of my materials.;
114; 10.7%
I am not
using OER
2%
To s ubstitute my
teaching/training in
the classroom.; 37;
3.5%
To offer online
and/or distance
education/training.;
97; 9. 1%
To prov ide e-
learning materials to
learners.; 192;
18.1%
Other. Please
specify .; 10; 0.9%
To prepare for my
teaching/training or
get new ideas and
inspiration.; 219;
20.6%
To teach in the
class room.; 162;
15.2%
To giv e to learners
as s elf-study
materials.; 213;
20.0%

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Diagram 4.145.b – Higher education
838 responses (229 valid cases; 130 missing cases ).
Diagram 4.145.c – Adult learning
225 responses (63 valid cases; 48 missing cases).
Again, respondents were given the opportunity to indicate other types of use of OER. 9 responses
were received, referring: research, student assessment, co-development of OER for staff
Other. Please
specify .; 9; 1.1%
I am not
using OER
1%
To c ompare them
w ith my ow n
teaching/training
materials in order
to assess the
quality of my
materials.; 95;
11.3%
To prov ide e-
learning materials
to learners.; 153;
18.3%
To s ubstitute my
teaching/training
in the classroom.;
28; 3. 3%
To offer online
and/or distance
education/training.
; 74; 8.8%
To giv e to
learners as self-
study materials.;
174; 20.8%
To teach in the
class -room
15%
To prepare for my
teaching/training
or get new ideas
and inspiration.;
170; 20.3%
Other. Please
specify .; 1; 0.4%
I am not
using OER
4%
To c ompare them
w ith my ow n
teaching/training
materials in order
to assess the
quality of my
materials.; 19;
8.4%
To prov ide e-
learning materials
to learners.; 39;
17.3%
To offer online
and/or distance
education/training.
; 23; 10.2%
To s ubstitute my
teaching/training
in the classroom.;
9; 4. 0%
To giv e to
learners as self-
study materials.;
39; 17.3%
To teach in the
class room.; 38;
16.9%
To prepare for my
teaching/training
or get new ideas
and inspiration.;
49; 21.8%

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development, personal learning, encouraging students to develop their creativity and research by
developing OER, digital inclusion initiatives for persons with disabilities and learning impaired
children,
4. The information provided by respondents on their actual use of OER shows that there is a
substantial share of infrequent, atomistic use of OER, albeit for a wide range of purposes. The
adaptation of OER for one’s needs and, even more so, the creation of OER, seem not to be prevalent.
This would suggest that there is ample ground for action at the macro level conditions explored
earlier in this report to entice the different stakeholders to feel that they can – should – take a
significant stake in the current processes of OEP, understood as knowledge co-creation and re-
validation.

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Chapter V – In-Depth Analysis of Key Issues: Attitudes, Perceptions
and Usage of OER
A. Purpose
In this part of the report our purpose is to explore possible relations between uses of OER (OEP) and
representations and attitudes towards them. As proposed in Chapter 2 a first model of analysis,
exploratory and setting the ground for discussion, in which representations and attitudes appear as
principal variables for explaining the use of OER (OEP). There are also a set of potentially explanatory
variables, namely of a structural nature (such as country of origin of the respondent’s institution of
work or study) and of an institutional nature (such as the type of institution, its dimension in terms of
learners, type of supply of OER). This model of analysis is represented as follows.
Diagram 5.1 – Model of Analysis: Use of Open Educational Resources
Our main work hypotheses are thus the following:
 H1: Representations of OER (Open Educational Resources) influence their use.
o H1.1. The more the users represent OER as pertinent, useful, of quality and having a
relevant pedagogical function, the higher the tendency to use them (the present
analysis deals mainly with the perception of barriers).
 H2: Attitudes vis-a-vis OER influence their use.
o H2.1. The more open and confident the attitudes, the higher the use of OER.
Representations of OER:
Perception of:
-Barriers
Use practices
(or experience) of OER (OEP)
-Frequency (all respondents)
Institutional Variables
-Type of institution
-- Dimension (number of
students)
-Type of OER supply
Attitudes
--vis-a-vis the use of OER (OEP)
(only educational professionals)
Structural Variables
- Country (EU vs
other)
H1
H2
H3
H4
H5

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 H3: Representations and attitudes vis-a-vis OER are very much correlated: more open
attitudes correlate positively with representations of OER as a perception of barriers (the
present analysis deals mainly with the perception of barriers).
 H4: The country of origin of the respondent influences his/her position vis-a-vis OER, v.g., as
regards:
o Representations
o Attitudes
o Practices
 H5: The type, size and characteristics of the education institution in terms of OER influence
the positioning vis-a-vis OER, as regards:
o Representations
o Attitudes
o Practices
B. Dependent Variable: Frequency of OER use
At an initial stage, we will only work with one dependent variable which is common to all
respondents: the frequency of OER use (in the survey, Q2.1.). This way, all analyses will consider the
total number of respondents regardless of their status (educational policy makers, institutional policy
makers/managers, educational professionals or learners). In addition to relating to the exploratory
nature of these first analyses, this choice has to do with the reduced number of answers obtained
among some of these target-populations. We have assumed the total number of respondents,
regardless of their sector (higher education, adult learning), to the extent that this question
incorporates an interrogation which is fundamental to the research: what are the actual practices
based on (OEP)? The teleological or finalistic relevance of this question, which is common to the
entire research, justifies it being cumulatively and transversely considered in relation to the total
universe of respondents.
The use of OER (OEP) presents the following distribution.
Table 5.1 – Use of OER (total of respondents)
Count
Column N %
Using existing OER from the
web for teaching/ learning
Don’t know/Refuse
31
6.6%
Never
77
16.4%
Sometimes
230
48.9%
Often
132
28.1%
Total
470
100.0%
Creating OER myself and
publishing them on the web
Don’t know/Refuse
39
8.3%
Never
161
34.3%
Sometimes
164
34.9%
Often
106
22.6%
Total
470
100.0%
Changing existing OER to fit my
needs for teaching/ learning
Don’t know/Refuse
38
8.1%
Never
116
24.7%
Sometimes
220
46.8%
Often
96
20.4%
Total
470
100.0%

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The statistical exploration of these variables’ distribution (excluding those who did not answer, i.e.,
working only with the valid answers; see Annex 1 for the variables’ distribution) allows us to consider
their aggregation through an utilisation index, reflecting the summation of the mean of the
responses to these variables. The distribution of the respective index is represented in the below
table and chart. This new variable can thus be considered as the principal dependent variable of our
model, at this initial stage. As shown, only 10% of the total sample does not make any use of OER
(point 1 of the index), whereas circa 11% frequently uses OER (point 3 of the scale). The majority of
respondents make an average use (sometimes irregular) of OER.
Table 5.2 – Index of Frequency of OER Use
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1.00
42
8.9
10.0
10.0
1.33
52
11.1
12.4
22.5
1.67
74
15.7
17.7
40.2
2.00
114
24.3
27.3
67.5
2.33
47
10.0
11.2
78.7
2.67
44
9.4
10.5
89.2
3.00
45
9.6
10.8
100.0
Total
418
88.9
100.0
Missing
System
52
11.1
Total
470
100.0

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Diagram 5.2 – Histogram: Index of frequency of OER use
Despite the slight left skewing, we may consider that this new variable is qualifiedly as possible
dependent variable, at this stage of data exploration.
C. Independent variables: representations and attitudes vis-a-vis OER-OEP
Before exploring possible explanatory relations or correlations between uses of OER and respective
variables which are regarded as independent in this model, it is necessary to explore the structure of
representations and social attitudes vis-a-vis OER and to identify possible dimensions therein.
1. Representations of OER: Obstacles or Barriers to Use
We will start by highlighting dimensions of barriers to use, as this question has been posed to all
respondents (regardless of their sector and educational role), with the necessary adjustments in
language and context (Annex 2). The distribution of the original variables is as follows.
Table 5.3 – Barriers to the use of OER (educational policy makers, institutional policy makers/managers,
educational professionals and learners)
Count
Column N %
Not invented here syndrome:
no trust in others’ resources.
Don’t know/Refuse
127
27.0%
Very unimportant
25
5.3%
Unimportant
110
23.4%
Important
165
35.1%
Very important
43
9.1%
Total
470
100.0%
Lack of time to find suitable
materials
Don’t know/Refuse
123
26.2%
Very unimportant
11
2.3%
Unimportant
69
14.7%
Important
206
43.8%
Very important
61
13.0%
Total
470
100.0%
Lack of Internet connectivity
Don’t know/Refuse
126
26.8%

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Very unimportant
112
23.8%
Unimportant
88
18.7%
Important
71
15.1%
Very important
73
15.5%
Total
470
100.0%
Lack of software to adapt the
resources to the user’s
purposes
Don’t know/Refuse
126
26.8%
Very unimportant
37
7.9%
Unimportant
115
24.5%
Important
131
27.9%
Very important
61
13.0%
Total
470
100.0%
Lack of access to computers
Don’t know/Refuse
124
26.4%
Very unimportant
119
25.3%
Unimportant
95
20.2%
Important
58
12.3%
Very important
74
15.7%
Total
470
100.0%
Lack of quality of the OER
Don’t know/Refuse
133
28.3%
Very unimportant
27
5.7%
Unimportant
87
18.5%
Important
158
33.6%
Very important
65
13.8%
Total
470
100.0%
Lack of OER that are culturally
relevant to the user
Don’t know/Refuse
128
27.2%
Very unimportant
22
4.7%
Unimportant
85
18.1%
Important
168
35.7%
Very important
67
14.3%
Total
470
100.0%
Count
Column N %
Lack of OER in the user’s native
language
Don’t know/Refuse
127
27.0%
Very unimportant
35
7.4%
Unimportant
83
17.7%
Important
137
29.1%
Very important
88
18.7%
Total
470
100.0%
OER are not embedded into the
learning scenarios
Don’t know/Refuse
129
27.4%
Very unimportant
15
3.2%
Unimportant
78
16.6%
Important
180
38.3%
Very important
68
14.5%
Total
470
100.0%
Insufficient reward system for
educational professionals
devoting time and energy to
OER development
Don’t know/Refuse
127
27.0%
Very unimportant
9
1.9%
Unimportant
44
9.4%
Important
126
26.8%

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Very important
164
34.9%
Total
470
100.0%
Lack of interest in pedagogical
innovation among educational
professionals
Don’t know/Refuse
130
27.7%
Very unimportant
11
2.3%
Unimportant
55
11.7%
Important
166
35.3%
Very important
108
23.0%
Total
470
100.0%
Insufficient support from the
management level of higher
education institutions/adult
learning organisations.
Don’t know/Refuse
131
27.9%
Very unimportant
11
2.3%
Unimportant
38
8.1%
Important
172
36.6%
Very important
118
25.1%
Total
470
100.0%
Lack of policies at
national/regional level to
support the creation or use of
OER
Don’t know/Refuse
129
27.4%
Very unimportant
11
2.3%
Unimportant
48
10.2%
Important
168
35.7%
Very important
114
24.3%
Total
470
100.0%
Lack of policies at institutional
level to support the creation or
use of OER
Don’t know/Refuse
130
27.7%
Very unimportant
12
2.6%
Unimportant
30
6.4%
Important
174
37.0%
Very important
124
26.4%
Total
470
100.0%
Count
Column N %
Lack of interest in the creation
or use of OER.
Don’t know/Refuse
131
27.9%
Very unimportant
9
1.9%
Unimportant
55
11.7%
Important
181
38.5%
Very important
94
20.0%
Total
470
100.0%
Educational professionals lack
the skills to create or use OER.
Don’t know/Refuse
130
27.7%
Very unimportant
14
3.0%
Unimportant
59
12.6%
Important
170
36.2%
Very important
97
20.6%
Total
470
100.0%
Learners lack the skills to create
or use OER.
Don’t know/Refuse
132
28.1%
Very unimportant
29
6.2%
Unimportant
111
23.6%
Important
141
30.0%
Very important
57
12.1%
Total
470
100.0%
Educational professionals lack
Don’t know/Refuse
129
27.4%

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the time to create or use OER.
Very unimportant
11
2.3%
Unimportant
57
12.1%
Important
166
35.3%
Very important
107
22.8%
Total
470
100.0%
Learners lack the time to create
or use OER.
Don’t know/Refuse
130
27.7%
Very unimportant
23
4.9%
Unimportant
124
26.4%
Important
143
30.4%
Very important
50
10.6%
Total
470
100.0%
The exploratory principal components analysis enabled the identification of five relevant dimensions
in representations of barriers with which individuals are faced when they want to use OER. The
following table shows the result of this analysis and respective identified dimensions, which we
sought to name according to the content of their main indicators: 1) Lack of institutional support; 2)
Lack of technological tools; 3) Lack of skills and time of users; 4) Lack of quality or fitness of OER; 5)
Personal issues (lack of trust and time).
Table 5.4 – Dimensions of representations by educational role of barriers to the use of OER
Matrix of principal components
Components
1
Lack of
institutional
support
2
Lack of
technological
tools
3
Lack of skills
and time of
users
4
Lack of
quality or
fitness of OER
5
Personal issues
(lack of trust and
time)
Insufficient support from the management
level of higher education institutions/adult
learning organisations.
.814
.089
.028
,065
.062
Lack of policies at institutional level to
support the creation or use of OER
.795
.102
.035
.210
-.057
Lack of policies at national/regional level
to support the creation or use of OER
.729
.060
.159
.205
-.085
Lack of interest in pedagogical innovation
among educational professionals
.681
.123
.093
.082
.063
Lack of interest in the creation or use of
OER.
.666
.246
.115
-.066
.071
Insufficient reward system for educational
professionals devoting time and energy to
OER development
.522
-.064
.157
.307
.133
Lack of access to computers
.140
.894
.052
.127
-.050
Lack of Internet connectivity
.141
.874
.092
.123
-.084
Lack of software to adapt the resources to
the user’s purposes
.173
.726
.116
.101
.227
Lack of quality of the OER
-.021
.428
.179
.
.361
Learners lack the time to create or use
OER.
.074
.098
.812
.21.
.060
Educational professionals lack the time to
create or use OER.
-060
-.132
.721
.139
.266
Learners lack the skills to create or use
OER.
.150
.237
.716
.166
-.102

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Educational professionals lack the skills to
create or use OER.
.382
-276
.579
-.035
-.033
Lack of OER that are culturally relevant to
the user
.129
-198
.264
.759
.124
Lack of OER in the user’s native language
.207
.199
.163
.704
-.161
OER are not embedded into the learning
scenarios
.372
-.006
.022
.533
.255
Not invented here syndrome: no trust in
others resources.
.090
-.078
-.129
.090
.750
Lack of time to find suitable materials
.000
-.017
.304
.001
.627
N=302
Total of Variance Explained: 6 1.572%
KMO Test: 0.810 | Bartlett's Test of Sphericity: Approx. Chi-Square: 2236.333 (171), p<0.001
Rotated Component Matrix
Extraction Method: Principal Component Analysis, listwise.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 6 iterations.
Recording the factors produced by the analysis in new variables (standardized), it is now possible to
use these variables to establish relations with other variables of the model, namely with that which
we are taking as the principal variable: the use of OER (OEP). However, a first analysis of correlations
reveals that only two of the identified dimensions seem to be significantly correlated with the use of
OER (OEP), and even so only slightly correlated.
Table 5.5 – Dimensions of the perceived barriers to the use of OER and frequency of use (OEP)
Correlations
Index of Frequency of OER Use
REGR factor score 1
Lack of institutional support
Pearson Correlation
.126*
Sig. (2-tailed)
.034
N
281
REGR factor score 2
Lack of technological tools
Pearson Correlation
.080
Sig. (2-tailed)
.183
N
281
REGR factor score 3
Lack of skills and time of users
Pearson Correlation
-.157**
Sig. (2-tailed)
.008
N
281
REGR factor score 4
Lack of quality or fitness of
OER
Pearson Correlation
-.057
Sig. (2-tailed)
.339
N
281
REGR factor score 5
Personal issues (lack of trust
and time)
Pearson Correlation
-.002
Sig. (2-tailed)
.968
N
281
The third dimension, Lack of skills and time of users, reveals the strongest correlation with the
frequency of use: the more this is perceived as a barrier, the lesser the use of OER (OEP). The first,
Lack of institutional support, is the second dimension which reveals some significance, but with a
very low positive correlation: the higher the perception of lack of institutional support, the greater
the frequency of use. This relation, which at first sight seems counter-intuitive, can be justified by the
fact that those who use open educational resources are those who feel the most a lack of
institutionalized support to develop that use.

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159
2. Attitudes of Educational Professionals vis-a-vis OER
«Attitudes correspond to a mediator concept between the way of acting and the way of thinking of
individuals» (Lima, 1993: 168); they are not directly observed, but inferred, assuming their link to
behaviours. Considering their cognitive dimension (the way individuals perceive the world
surrounding them), they also possess an orientation to action component. Attitudes are, therefore,
mediator concepts between representations and uses, hence their importance in understanding the
phenomenon of OER use (OEP).
The present survey only measured attitudes of the educational professionals (Q3.2) on the basis of
the indicators below, in their percentage distribution. One can observe that the last indicator,
pertaining to the level of lack of interest in OER, clearly gathers the respondents’ disagreement: that
is to say, the majority of respondents reveal an interest in this type of resources, which raises a
question on how it develops and how it relates to the actual use of OER4.
Table 5.6 – Attitudes of educational professionals vis-a-vis the use of OER (OEP)
Percentage distribution of the indicators
Don’t
know/Refuse
Strongly agree
Agree
Disagree
Strongly
disagree
Total
Count
Row N
%
Count
Row N
%
Count
Row N %
Count
Row N %
Count
Row N
%
Count
I am relieved, because I
do not need to create my
own materials.
56
17.4%
19
5.9%
91
28.3%
118
36.6%
38
11.8%
322
I am uneasy, because I do
not know how to assess
the quality of the OER.
61
18.9%
3
.9%
50
15.5%
147
45.7%
61
18.9%
322
I feel uncomfortable,
because as an educational
professional, I feel that I
am obliged to create the
learning materials.
63
19.6%
7
2.2%
36
11.2%
154
47.8%
62
19.3%
322
I feel uncertain, because I
do not know what
learners might think of
me, if I use another
person’s educational
resources instead of
creating my own.
60
18.6%
3
.9%
25
7.8%
148
46.0%
86
26.7%
322
I feel challenged, because
it is not so easy to
understand how exactly
they fit into my course
programmes.
60
18.6%
15
4.7%
137
42.5%
79
24.5%
31
9.6%
322
I feel uneasy about
openly sharing the
learning resources that
took me a lot of time and
effort to produce.
62
19.3%
10
3.1%
59
18.3%
126
39.1%
65
20.2%
322
I have no interest in using
OER.
68
21.1%
2
.6%
8
2.5%
65
20.2%
179
55.6%
322
4 This can also be concluded from the strong negative bias of the variable (to the right), revealed in the value of
skeweness (-1.738). See Annex 3.

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From a conceptual viewpoint, the aggregation of the remaining items seems justified, to the extent
that they are all measuring attitudes. However, a principal components analysis allows us to identify
two dimensions which are latent in these answers: one which may be described as eminently
oriented to the other (such as learners or resources themselves); and another which may be
described as oriented to the individual – his/her personal benefits, interests or fears.
Table 5.7 – Dimensions of the attitudes of educational professionals vis-a-vis OER
Matrix of principal components
Component
1
Other-Oriented
attitudes
2
Self-Oriented
attitudes
I am uneasy, because I do not know how to assess the quality of the OER.
.745
.177
I feel uncomfortable, because as an educational professional, I feel that I am obliged
to create the learning materials.
.739
.211
I feel uncertain, because I do not know what my students might think of me, if I use
another person’s educational resources instead of creating my own.
.670
.460
I feel challenged, because it is not so easy to understand how exactly they fit into
my course programmes.
.595
-.136
I am relieved, because I do not need to create my own materials.
-.227
.717
I have no interest in using OER.
.277
.620
I feel uneasy about openly sharing the learning resources that took me a lot of time
and effort to produce.
.368
.545
Explained Variance (%)
30.987
21.448
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 3 iterations.
Total Variance explained: 52.436%
KMO: 0.751 | Bartlett’s Test of Sphericity: Approx. Chi-Square: 310.948, df 21, p ≤ 0.001
As such, we used the indicators showing the highest correlation with component 1 (Other-Oriented)
so as to build an attitudinal index which reflects this external orientation, in relation to OER.
However, tests revealed that scale reliability improves substantially when the item «I feel challenged,
because it is not so easy to understand how exactly they fit into my course programmes» is removed;
this is understandable when we consider its (positive) tendency, as opposed to the remaining items5.
We thus built an index which aims at measuring the attitudes of these individuals vis-a-vis the use of
OER: fear, insecurity, discomfort and unfamiliarity with context and language. Are these elements
more external-oriented or, on the opposite, elements which are more oriented to personal interests
and fears? What comes between the way individuals represent OER and the use they make of them?
The distribution of this new synthetic variable is as follows.
Table 5.8 – Attitudes of educational professionals vis-a-vis OER (Other-Oriented Attitudes)
Synthetic index
Frequency
Percent
Valid Percent
Cumulative Percent
Strongly
1.00
1
.2
.4
.4
5 For the scale with 7 items, Cronbach’s Alpha is of 0.675. For the scale with 4 items identified in the ACP, it
reaches 0.695. However, it rises to 0.742 if the item «I feel challenged, because it is not so easy to understand
how exactly they fit into my course programmes» is removed. As such, we chose to exclude this item from the
newly built synthetic variable, a fact which was also validated by the correlations between the original variables
(these items of answer) and the variable taken as dependent, the index of OER use, in which all indicators
revealed some significant correlation, with the exception of the first and the fifth.

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Agree
Strongly
disagree
1.67
3
.6
1.2
1.6
2.00
7
1.5
2.7
4.3
2.33
28
6.0
10.9
15.1
2.67
26
5.5
10.1
25.2
3.00
97
20.6
37.6
62.8
3.33
37
7.9
14.3
77.1
3.67
25
5.3
9.7
86.8
4.00
34
7.2
13.2
100.0
Total
258
54.9
100.0
Missing
System
212
45.1
Total
470
100.0
Diagram 5.3 – Histogram: Attitudes of professionals vis-a-vis OER
How do these attitudes relate to the use of OER (OEP)? If the correlations with the original variables
were already anticipating some significant relation, this is corroborated by the correlation between
the newly built variable, which reflects the aggregation of attitudes vis-a-vis OER, and the utilisation
index. The two variables – attitudinal and practices – correlate positively, even if in quite a moderate
way (r=0.241, p≤0.01). The interaction between the two variables is represented as follows.
Diagram 5.4 – Correlation between the frequency of use of OER and attitudes of professionals vis-
a-vis OER

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3. Relation between Representations of Barriers to OEP and Attitudes of Educational Professionals vis-
à-vis OEP
The only significant relation identified, although moderate, was the relation with the second
component of representations of barriers to OEP, «Lack of technological tools» (-0.254, p
≤0.01). The correlation indicates that the more the individuals tend to identify the lack of
technological tools as a barrier to the use of OER, the higher the tendency for attitudes of
discomfort and uncertainty vis-a-vis the use of OER. The technological component thus
assumes an important role, in that it is perceived by the individuals as a handicap which
renders their use of OER more difficult, generating (or being generated by) attitudes of
reluctance in relation to OER.
Relation between structural variables and uses of OER (OEP)
In this point the focus is to explain the relation between the frequency of OER use (the dependent
variable that has been used) and structural variables which, in this case, will amount to only one: the
respondent’s country of origin (Q1.1 of the questionnaire). This variable has been re-codified into
two categories – EU countries and other countries; below is the obtained distribution of frequencies.
Table 5.9 – Country of origin of the respondent (aggregated)
In which country do you work or study?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 EU countries
370
78.7
78.7
78.7
2 Other countries
100
21.3
21.3
100.0

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In which country do you work or study?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 EU countries
370
78.7
78.7
78.7
2 Other countries
100
21.3
21.3
100.0
Total
470
100.0
100.0
As is clear, the great majority of respondents works or studies in EU countries.
Notwithstanding the significant difference in the two categories of this variable, it should be verified
whether the respondents’ country of origin links to the frequency of OER use. For this end, a T-test
was applied to assess the difference in means, which did not reveal any statistical significance
between these two questions (t=0.732; sig>0.05) (Annex 1). That is to say, the frequency of OER use
is identical for European respondents and non European respondents (which was, in fact,
foreseeable in view of the similar means of OER use frequency, obtained for the two groups).
Table 5.10 – OER Use Frequency: means of the two types of countries
Group Statistics
In which country do you
work or study?
N
Mean
Std.
Deviation
Std. Error
Mean
Index of OER Use Frequency
1 EU countries
329
1.9838
.58989
.03252
2 Other countries
89
1.9326
.56893
.06031
Relation between institutional variables and uses of OER (OEP)
It is assumed that the respondents’ OER frequency of use may be related with institutional variables,
i.e., with variables that characterise the institutions to which the respondents belong. In this regard,
some exploratory exercises will be carried out on the basis of the variables concerning the status of
the institution (Q1.5), the dimension of the institution in terms of learners/students (Q1.6), the type
of education offered by the institution (Q1.8) and the existence (or inexistence) of an OER
programme or initiative at the respondent’s institution (Q1.9).
Frequency of OER use and Status of the Institution (Q1.5)
Table 5.11 – Frequency of OER and Status of the Institution
What is the status of the institution?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 Public
334
71,1
71,1
71,1
2 Private not-for-profit
90
19,1
19,1
90,2
3 Private for-profit
46
9,8
9,8
100,0
Total
470
100,0
100,0
Circa 70% of the respondents integrate public institutions.
Cross linking this variable (Status of the Institution) with the frequency of OER use, no relation was
established between the two. A One-Way Analysis of Variance (ANOVA) run was carried out for this

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purpose. As demonstrated below, the significance associated with the test value is higher than 0.05
which indicates the inexistence of a relation between these two questions.
Table 5.12 – OER Use Frequency, by Status of Institution: ANOVA test
ANOVA
Index of OER Use Frequency
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
.157
2
.079
.229
.796
Within Groups
142.647
415
.344
Total
142.804
417
Further complementing the analysis, the variable concerning the Status of the Institution was re-
codified into two categories, the second category including the options Private not-for-profit and
Private for-profit. A T-test was used to assess the difference in means, where, once again, it was
proven that the frequency of OER use is not determined by the type of status of the respondent’s
institution (sig>0.05) (Annex 2).
Frequency of OER use and Dimension of the Institution in terms of learners/students (Q1.6)
Table 5.13 – Dimension of the Institution in terms of learners/students
What is the size of the institution in terms of learners/ students?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 Less than 500
50
10.6
11.8
11.8
2 501 to 1000
39
8.3
9.2
20.9
3 1001 to 5000
103
21.9
24.2
45.2
4 More than 5000
233
49.6
54.8
100.0
Total
425
90.4
100.0
Missing
5 Don’t know
28
6.0
System
17
3.6
Total
45
9.6
Total
470
100.0
It is clear that respondents are part of large-sized institutions with respect to the number of learners
(around 79% integrate institutions with more than 1000 learners). How far the dimension of the
institution determines the frequency of OER use will be established next. For this purpose, the
frequency of OER use was correlated with the size of the institution. The results may be found in the
table below.

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Table 5.14 – Correlation between Frequency of OER Use and Dimension of the Institution
What is the size of the
institution in terms of
learners/ students?
Index of OER Use
Frequency
Spearman's rho
What is the size of the
institution in terms of
learners/ students?
Correlation Coefficient
1,000
-.092
Sig. (2-tailed)
.
.076
N
425
377
Index of OER Use Frequency
Correlation Coefficient
-.092
1.000
Sig. (2-tailed)
.076
.
N
377
418
As it is easily established, the correlation between these two questions is not significant (sig>0.05).
Frequency of OER use and the Type of education offered by the institution (Q1.8)
Education offered by the institution is divided into three different types: online, traditional and
mixed; the latter is the most frequent among the respondents’ institutions.
Table 5.15 – Type of education the institution offers
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 Online (also Distance
Education)
44
9.4
9.7
9.7
2 Traditional (Campus-based)
175
37.2
38.6
48.3
3 Mixed
234
49.8
51.7
100.0
Total
453
96.4
100.0
Missing
System
17
3.6
Total
470
100.0
It is expected that the frequency of OER use is related with the type of education of each institution.
This seems to be the case, as depicted in the table below. By applying a One-Way Analysis of
Variance (ANOVA) it may be concluded that there is a relation between these two questions
(sig<0.01).
Table 5.16 – OER Use Frequency, by Type of Education the Institution offers: ANOVA test
ANOVA
Index of OER Use Frequency
Sum of Squares
Df
Mean Square
F
Sig.
Between Groups
4.674
2
2.337
7.087
.001
Within Groups
131.903
400
.330
Total
136.577
402
But what is the meaning of this relationship? Which groups differ in terms of frequency of OER use?
Table 5.17 – Multiple Comparisons
Multiple Comparisons

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Dependent Variable: Index of OER Use Frequency
(I) Type of education
the institution offers
(J) Type of education
the institution offers
Mean
Difference
(I-J)
Std. Error
Sig.
95% Confidence Interval
Lower Bound
Upper Bound
Scheffe
1 Online (also
Distance Education)
2 Traditional
(Campus-based)
.11665
.10507
.540
-.1415
.3748
3 Mixed
-.11187
.10235
.551
-.3633
.1396
2 Traditional
(Campus-based)
1 Online (also
Distance Education)
-.11665
.10507
.540
-.3748
.1415
3 Mixed
-.22852*
.06075
.001
-.3778
-.0793
3 Mixed
1 Online (also
Distance Education)
.11187
.10235
.551
-.1396
.3633
2 Traditional
(Campus-based)
.22852*
.06075
.001
.0793
.3778
*. The mean difference is significant at the 0.05 level.
Groups 2 and 3, i.e., groups of traditional education and mixed education, are those which differ the
most as regards the frequency of OER use (sig<0.01). The mean of the values of the OER use
frequency index is lower in traditional education.
Diagram 5.5 – OER Use Frequency, by Type of Education the Institution offers
Frequency of OER use and Existence of an open resources’ programme or initiative in the institution
(Q1.9)
Among the respondents having knowledge of the existence of an open resources’ programme or
initiative at their institution, responses were quite balanced: around 55% of respondents said such a
programme already exists.
Mean of the Index of OER Use Frequency

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Table 5.18 – Does an OER programme or initiative already exist in the institution?
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
1 Yes
171
36.4
54.5
54.5
2 No
143
30.4
45.5
100.0
Total
314
66.8
100.0
Missing
88 I do not know
139
29.6
System
17
3.6
Total
156
33.2
Total
470
100.0
It is legitimate to conclude, on the basis of the responses obtained, that the index of OER use
frequency is higher in institutions where such programme or initiative already exists. Thus, a T-test
was used to assess the difference in means, and the result is presented below. As expected, this test
indicates that there is a relation between these two questions (sig<0.000). Looking at the descriptive
statistics (first table), the conclusion is indeed that the frequency of OER use is higher in institutions
where an open resources’ programme or initiative already exists (mean = 2.1776).
Table 5.19 – OER Use Frequency, by already existent programme or initiative in the institution: mean
differences
Group Statistics
An OER programme or initiative
already exists in the institution
N
Mean
Std.
Deviation
Std. Error
Mean
Index of OER Use
Frequency
1 Yes
152
2.1776
.56631
.04593
2 No
124
1.9328
.56065
.05035
Table 5.20 – OER Use Frequency, by already existent programme or initiative in the institution: Independent
Samples Test
Levene's Test for
Equality of Variances
t-Test for Equality of Means
95% Confidence
Interval of the
Difference
F
Sig.
t
df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
Lower
Upper
Index of OER
Use
Frequency
Equal
variances
assumed
.784
.377
3.589
274
.000
.24484
.06822
.11053
.37914
Equal
variances
not
assumed
3.592
263.992
.000
.24484
.06815
.11064
.37903

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Chapter VI - Explaining Open Educational Practices
The Multiple Linear Regression model aims at identifying the variables that better explain the
frequency of OER use. For that purpose it takes into account the relations found between this
frequency and the independent variables6, restricting the model to the use of those variables which
demonstrated a relation with that frequency in the bivariate analysis previously presented.
Firstly, the stepwise statistical method was used, which selects variables with significant explanatory
capacity, excluding the remaining. In this first regression model a greater explanatory capacity was
found in the independent variable concerning the existence of OER programmes or initiatives in the
institution. This variable alone explains about 5% of the total variability of the frequency of OER use.
After it, the variables that better explain the OER frequency are precisely the dimensions of the
professionals’ attitudes: the attitudes of professionals which are more other-oriented coming in first
place, followed by the attitudes of professionals which are more self-oriented. We may therefore
conclude that overall, according to the model found, the three variables explain 12.2% of the
variability of the dependent variable: frequency of OER use7.
Subsequently, we undertook a multiple linear regression analysis in blocks, using the enter method.
The purpose of this analysis is to understand which block of questions contributes most to the
increase in the explained variance. In this case, two blocks coming from the previous analysis were
integrated, including the variables which were more significant for explaining the variability. The first
block concerns the institutional variable pertaining to the type of education offered by the institution
and to the existence of OER programmes or initiatives in the institution, while the second block
concerns the dimensions of attitudes of professionals vis-a-vis OER.
This analysis in blocks allowed us to understand that both clusters contribute in almost the same way
to the increase in the explained variance; the integration of the second block, concerning the
dimensions of attitudes of professionals vis-a-vis OER, originated a 5.7% increase and the first block,
concerning the institutional variable pertaining to the existence of OER programmes/initiatives,
originated a 5.2% increase when explaining the variance in frequency of OER use.
Table 5.21 – Main Factors Explaining OER Practices: Multi Linear Regression Model (multistage)
Explanatory variables
OER PRACTICES
OER Programmes/Initiatives
(Yes=1; No=0)
0.165*
ΔR2=5.2%
Other-oriented Attitudes
Self-Oriented Attitudes
0.184*
0.151*
ΔR2=5.7%
Constant
2.065
Stepwise Method
Adjusted R2 = 12.2%
6 The independent variables considered which did show a relation with OER practices are the institutional
variables pertaining to the type of education offered by the institution and to the existence of OER
programmes or initiatives in the institution, the dimensions of educational agents’ representations of barriers
to OER use, namely the dimensions of Lack of institutional support and Lack of skills and time of users; and the
attitudes of educational professional vis-a-vis OER, other-oriented attitudes and self-oriented attitudes.
7 The regression model presented herein is statistically significant, with F=7.470, p<0.001. The assumptions
underlying this analysis were verified and are in annex (annex 3). There is no multicollinearity between the
independent variables used.

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It may thus be concluded that, regardless of educational professionals considering OER to be
important for themselves or for others (e.g., students), the lesser the fear, insecurity or discomfort
vis-a-vis OER, the higher the frequency of OER use.
As regards the existence of open resources’ programmes or initiatives in the institution, as expected,
individuals from institutions where such programmes/initiatives already exist did show a higher
frequency of OER use.
Although the small amount of explained variance of the model, we find it an interesting result,
considering the reduced number of variables introduced and, mostly, its exploratory nature. Future
analysis should focus on the importance of variables related to social representations vis-a-vis OER
and OEP (other than representations of barriers), as well as exploring further dimensions of use of
OER as dependent variables (purposes and types of use). One should consider in-depth analysis of
qualitative variables with few responses and proceed to exploratory analyses that enable the
identification of a topology of OEP (e.g. MCA) and, finally, a typology of users (cluster analysis).

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References:
1. Atkins, D., Seely Brown, J., Hammond, A., A review of the Open Educational Resources
movement: Achievements, challenges and new opportunities, Creative Commons: 2007.
2. Lima, M. L. P. (1993). Atitudes. In J. Vala, M. B. Monteiro (Eds.), Psicologia Social (pp. 167-
199). Lisboa: Fundação Calouste Gulbenkian.
3. OECD, Giving Knowledge for Free: The Emergence of Open Educational Resources, Paris:
2007.

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171
ANNEXES
Annex 1 – Distribution of the variables pertaining to the use of OER in the four target groups
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
Skewness
Statistic
Statistic
Statistic
Statistic
Statistic
Statistic
Std. Error
Using existing OER from the
web for teaching/ learning
439
1
3
2.13
.679
-.160
.117
Creating OER myself and
publishing them on the web
431
1
3
1.87
.778
.226
.118
Changing existing OER to fit my
needs for teaching/ learning
432
1
3
1.95
.700
.064
.117
Valid N (listwise)
418

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Annex 2 – Distribution of the variables pertaining to representations of barriers to the use of OER
N
Mean
Median
Mode
Std.
Deviation
Skewness
Std. Error of
Skewness
Percentiles
Valid
Missing
25
50
75
Not invented here
syndrome: no trust in
others resources.
343
127
2.66
3.00
3
.789
-.211
.132
2.00
3.00
3.00
Lack of time to find
suitable materials
347
123
2.91
3.00
3
.704
-.428
.131
3.00
3.00
3.00
Lack of Internet
connectivity
344
126
2.31
2.00
1
1.136
.255
.131
1.00
2.00
3.00
Lack of software to adapt
the resources to the user’s
purposes
344
126
2.63
3.00
3
.898
-.096
.131
2.00
3.00
3.00
Lack of access to
computers
346
124
2.25
2.00
1
1.144
.361
.131
1.00
2.00
3.00
Lack of quality of the OER
337
133
2.77
3.00
3
.850
-.340
.133
2.00
3.00
3.00
Lack of OER that are
culturally relevant to the
user
342
128
2.82
3.00
3
.819
-.363
.132
2.00
3.00
3.00
Lack of OER in the user’s
native language
343
127
2.81
3.00
3
.935
-.371
.132
2.00
3.00
4.00
OER are not embedded
into the learning scenarios
341
129
2.88
3.00
3
.769
-.381
.132
2.00
3.00
3.00
No reward system for staff
members devoting time
and energy to OER
development
343
127
3.30
3.00
4
.790
-.903
.132
3.00
3.00
4.00
Lack of interest in
pedagogical innovation
among staff members
340
130
3.09
3.00
3
.776
-.578
.132
3.00
3.00
4.00
No support from
management level of
higher education
institutions.
339
131
3.17
3.00
3
.750
-.757
.132
3.00
3.00
4.00
Lack of policies at
national/regional level to
support OER development
341
129
3.13
3.00
3
.768
-.656
.132
3.00
3.00
4.00
Lack of a policy at
institutional level
supporting the creation or
use of OER
340
130
3.21
3.00
3
.744
-.871
.132
3.00
3.00
4.00
Lack of interest in the
creation or use of OER.
339
131
3.06
3.00
3
.737
-.499
.132
3.00
3.00
4.00
Educational professionals
lack the skills to create or
use OER.
340
130
3.03
3.00
3
.790
-.557
.132
3.00
3.00
4.00
Students/learn ers lack the
skills to create or use OER.
338
132
2.67
3.00
3
.856
-.135
.133
2.00
3.00
3.00
Educational professionals
lack the time to create or
use OER.
341
129
3.08
3,00
3
.778
-.559
.132
3.00
3.00
4.00
Students/learn ers lack the
time to create or use OER.
340
130
2.65
3.00
3
.812
-.035
.132
2.00
3.00
3.00

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Annex 3 – Descriptive statistics of the indicators of the attitudes vis-a-vis OER, on the part of the
educational professionals
I am
relieved,
because I
do not
need to
create my
own
materials.
I am
uneasy,
because I
do not
know how
to assess
the
quality of
the OER.
I feel
uncomfortable,
because as an
educational
professional, I feel
that I am obliged
to create the
learning materials.
I feel uncertain,
because I do not
know what my
students might
think of me, if I
use another
person’s
educational
resources
instead of
creating my
own.
I feel
challenged,
because it is not
so easy to
understand how
exactly they fit
into my course
programmes.
I feel uneasy
about openly
sharing the
learning
resources
that took me
a lot of time
and effort to
produce.
I have
no
interest
in using
OER.
N
Valid
266
261
259
262
262
260
254
Missing
204
209
211
208
208
210
216
Mean
2.66
3.02
3.05
3.21
2.48
2.95
3.66
Median
3.00
3.00
3.00
3.00
2.00
3.00
4.00
Mode
3
3
3
3
2
3
4
Std. Deviation
.810
.688
.697
.653
.777
.794
.580
Skewness
-.114
-.239
-.547
-.493
.460
-.370
-1.738
Std. Error of
Skewness
.149
.151
.151
.150
.150
.151
.153
Percentiles
25
2.00
3.00
3.00
3.00
2.00
2.00
3.00
50
3.00
3.00
3.00
3.00
2.00
3.00
4.00
75
3.00
3.00
3.00
4.00
3.00
3.75
4.00

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Annex 4 – Survey questionnaire (EN)
OPEN EDUCATIONAL QUALITY INITIATIVE
A survey on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher
Education and Adult Learning Institutions
Introduction
Thank you for participating in this OPAL study (http://oer-quality.org) on the use of OER and OEP. It will take
you between 10-15 minutes to complete the survey.
In this survey we are interested in the practice of using open educational resources (OER) in higher education
and adult learning institutions. The survey is part of an important study mapping the use of OER and finding out
if they improve the quality of educational practices. We are also interested in how they change learning
scenarios and educational institutions. In addition we will look at the strategies of policy makers and
institutional leaders to support OEP in their regions and institutions.
The survey elicits quantitative information from four educational roles:
 Policy Makers
 Managers/Administrators (also institutional policy makers)
 Educational Professionals
 Learners
The survey findings will be openly shared amongst participants and then on a broader scale within the
educational community. Your responses will be kept confidential.
Definitions
In this survey, we use the following definitions.
 Open Educational Practices (OEP) are a set of activities around instructional design and implementation of
events and processes intended to support learning. They also include the creation, use and repurposing of
Open Educational Resources (OERs) and their adaptation to the contextual setting. They are documented in
a portable format and made openly available.
 Open Educational Resources are digital materials for educators and learners to be used and/or reused for
teaching, learning and research that reside in the public domain or have been released under an intellectual
property license that permits their free use or re-purposing by others. (Based on the definitions provided in
OECD-CERI, Giving Knowledge for Free, 2007, p. 30, and in Atkins, D., Seely Brown, J., Hammond, A., A
review of the Open Educational Resources movement: Achievements, challenges and new opportunities,
2007, p.8).
This definition of Open Educational Resources (OER) includes:
1. Open courseware and content.
2. Open software tools (e.g. learning management systems).
3. Open material used for the e-learning capacity building of educational professionals.
4. Repositories of learning objects.
5. Free educational courses.

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OPAL is an initiative of UNESCO, the International Council for Distance Education (ICDE), the European
Foundation for Quality in E-Learning (EFQUEL) and a consortium of universities: The Open University (UK),
Aalto University (Finland), the University of Duisburg-Essen (Germany) and the Catholic University of Portugal,
with the support of the Lifelong Learning Programme of the European Union.
With the support of the Lifelong Learning Programme of the European Union
Please select the language to respond to this survey!
(English, Spanish, French or Portuguese)
SECTION 1: GENERAL INFORMATION
* Response required.
Q. 1.1. In which country do you work or study? *
(Country list for Dropdown)
Q. 1.2. Please tell us your age and your gender: *
Age
You are below 30
1
30-39
2
40-49
3
50-59
4
60-69
5
You are over 69
6
Gender
Male
1
Female
2
Q1.3 Please tell us which educational role you belong to primarily: *
I am an educational policy maker at a European/international level (e.g. European Parliament, European
Commission), at a national level (e.g. national government, or ministry), at a regional or local level (e.g.
municipality, local government)
1
I am an institutional policy maker, or involved in the management or administration of an educational
organisation (manager, administrator)
2
I am an educational professional in an educational organisation (professor, teacher, curriculum designer,
learning technology specialist, trainer, etc.)
3
I am a learner.
4
Q1.4 Please indicate your primary area of interest, i.e., if you are currently enrolled in, or work for, a higher
education establishment (university, technical college, etc.), or an adult learning institution, or still if you are
engaged in policy making in (Please choose only one option): *
Higher Education
1
Adult Learning
2
Q1.5 What is the status of the institution?
(PLEASE CHOOSE ONLY ONE OPTION) *
Public
1
Private not-for-profit
2

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Private-for-profit
3
[Questions 1.6 to 1.10 for all except policy-makers]
Q 1.6 What is the size of the institution in terms of learners? *
Less than 500
1
501 to 1000
2
1001 to 5000
3
More than 5000
4
I do not know
5
Q1.7 In which country is the institution located? *
___________________________________________
(Country list)
Q1.8 Please tell us the kind of education the institution offers
(PLEASE CHOOSE ONLY ONE OPTION): *
Online and/or distance education/training.
1
Conventional (e.g., face-to-face, campus-based).
2
Mixed
3
Q1.9 Please tell us if an OER programme or initiative already exists in the institution
(PLEASE CHOOSE ONLY ONE OPTION): *
Yes
1
No
2
Filter: Please go to Section 2
I do not know
88
Filter: Please go to Section 2
Q1.10 If it does and you would like to provide the website of such programme(s)/initiative(s), please type
the URL in the space below:
SECTION 2: YOUR EXPERIENCES WITH THE USE OF OPEN EDUCATIONAL RESOURCES
Q2.1 Open educational resources are resources which are freely available and can be used, shared or
adapted. Please tell us if you have ever used or produced/provided such materials for teaching or learning.
(YOU MAY CHOOSE ALL THE OPTIONS THAT FIT YOUR PERSONAL CASE)
Never
Sometimes
(occasionally)
Often
(regularly)
Using existing OER for teaching/training/learning.
1
2
3
Creating OER myself and publishing them.
1
2
3
Adapting existing OER to fit my needs for teaching/ training/learning.
1
2
3
Filter: The following question is only for learners and educational professionals
Q2.2 How would you describe the kind of OER that you use for teaching/ learning?
(YOU MAY CHOOSE ALL THE OPTIONS THAT FIT YOUR PERSONAL CASE)
Complete courses/programmes.
1
Parts of courses/programmes.
2
Other materials for learning (e.g., individual websites, documents, videos, etc.).
3
Other. Please specify: _________________________________
4

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Filter: The following question is only for educational professionals
Q2.3 For what purpose do you use OER? (YOU MAY CHOOSE ALL THE OPTIONS THAT FIT YO UR PERSONAL CASE)
I am using OER:
To prepare for my teaching/training or get new ideas and inspiration.
1
To teach in the classroom.
2
To give to learners as self-study materials.
3
To substitute my teaching/training in the classroom.
4
To offer online and/or distance education/training.
5
To provide e-learning materials to learners.
6
To compare them with my own teaching/training materials in order to assess the quality of my
materials.
7
Other. Please specify. ________________________________________
8
I am not using OER.
9
SECTION 3: YOUR EXPERIENCES WITH OPEN EDUCATIONAL RESOURCES AND PRACTICES
Filter: The following question is only for managers, educational professionals and learners
Q3.1 Based on your experiences, how would you rate the following statements?
The use of open educational resources…
Strongly
agree
Agree
Disagree
Strongly
disagree
…improves the quality of education (formal, non formal, informal).
1
2
3
4
…leads to pedagogical changes.
1
2
3
4
…increases the participation of learners in educational scenarios.
1
2
3
4
…does not affect the teaching process at all.
1
2
3
4
…shifts education/training provision from content to activity-based
learning.
1
2
3
4
…shifts the role from teachers/tutors/trainers to facilitators.
1
2
3
4
…shifts the role of learners from passive receivers to active
producers.
1
2
3
4
…demands for completely new models of education/training (incl.
pedagogy, assessment, organisation of educational institutions).
1
2
3
4
Filter: The following question is only for educational professionals
Q3.2 How do you feel about using OER in your educational practice?
Strongly
agree
Agree
Disagree
Strongly
disagree
I am relieved, because I do not need to create my own materials.
1
2
3
4
I am uneasy, because I do not know how to assess the quality of the
OER.
1
2
3
4
I feel uncomfortable, because as an educational professional, I feel
that I am obliged to create the learning materials.
1
2
3
4
I feel uncertain, because I do not know what learners might think of
me, if I use another person’s educational resources instead of creating
my own.
1
2
3
4
I feel challenged, because it is not so easy to understand how exactly
they fit into my course programmes.
1
2
3
4
I feel uneasy about openly sharing the learning resources that took
me a lot of time and effort to produce.
1
2
3
4
I have no interest in using OER.
1
2
3
4

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Filter: The following question is only for policy makers, managers and learners
Q3.3 Please tell us what in your experience is the value of OER for education/training (formal, non formal,
informal), by rating the following statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
OER raise efficiency because materials can be re-used.
1
2
3
4
The quality of OER can be a problem.
1
2
3
4
OER are not so relevant for me, because educational institutions
usually have fixed curricula in which OER often do not fit.
1
2
3
4
Using OER often is not accepted, because they are considered as not
being one’s own achievement.
1
2
3
4
[Higher education questionnaire]
SECTION 4: OPEN EDUCATIONAL PRACTICES
Filter: only for policy makers
Q4.1 What is your view on open educational practices in higher education institutions today?
(PLEASE CHOOSE ONLY ONE ANSWER)
Do you think that…
... they are sufficiently developed?
4
... they are moderately developed?
3
.. they are underdeveloped?
2
.. they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and
availability of OER in higher education institutions.
1
2
3
4
There is a need for specific public policies to support and
regulate the use of OER in higher education institutions.
1
2
3
4
Public policies are necessary to support skill development
for open educational practices of educational professionals
and institutional leaders.
1
2
3
4
Q4.3 In your opinion, and from a policy perspective, how relevant are the following aspects in support of the
effective use of OER in higher education?
Very
important
Important
Unimportant
Very
unimportant
Support for OER promotion/ awareness building.
4
3
2
1
Institutional support/recognition concerning OER
projects/initiatives.
4
3
2
1
Support for localisation/ adaptation/ translation of existing
OER.
4
3
2
1
Support in implementing appropriate licensing schemes
regarding copyright.
4
3
2
1
Promotion of quality assurance for OER.
4
3
2
1
Access to appropriate technology/ infrastructure.
4
3
2
1
Promotion of guidelines/standards for OER creation and use.
4
3
2
1
Provision of financial/sustainability support.
4
3
2
1
Q4.4 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:

Beyond OER: Shifting Focus from Resources to Practices
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Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of higher
education institutions.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in creating or using OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for managers/administrators
Q4.1 Consider open educational practices in higher education institutions today.
(PLEASE CHOOSE ONLY ONE OPTION)
Do you think that…
... they are sufficiently developed?
4
... they are moderately developed?
3
... they are underdeveloped?
2
... they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and
availability of OER in higher education institutions.
1
2
3
4
There is a need for specific public policies to support and
regulate the use of OER in higher education institutions.
1
2
3
4
Public policies are necessary to support skill development
for open educational practices of educational professionals
and institutional leaders.
1
2
3
4
Q4.3 In your higher education institution, how would you rate the following factors in support of the use of
OER?
Implemented
organisation-wide
Implemented in some
departments/units
Individual
efforts
Not
existing

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180
exist
An explicit institutional policy.
4
3
2
1
A partnership with other organisations.
4
3
2
1
Specific quality assurance processes for OER.
4
3
2
1
Specific technological infrastructure for OER
(e.g., an OER repository).
4
3
2
1
Specific pedagogical scenarios and models for
open educational practices.
4
3
2
1
Q4.4 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree
Using OER also leads to opening pedagogical scenarios.
1
2
3
4
Using OER leads to institutional innovations.
1
2
3
4
Adopting open practices is challenging for higher education
institutions.
1
2
3
4
The use of OER leads to new pedagogical practices.
1
2
3
4
In order to stimulate the use of OER', specific skill support at
institutional level is needed.
1
2
3
4
Q4.5 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of higher
education institutions.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for educational professionals
Q4.1 Consider open educational practices in higher education institutions today.
(PLEASE CHOOSE ONLY ONE OPTION)

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The OPAL Report 2011
181
Do you think that …
...they are sufficiently developed?
4
...they are moderately developed?
3
...they are underdeveloped?
2
...they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and
availability of OER in higher education institutions.
1
2
3
4
There is a need for specific public policies to support and
regulate the use of OER in higher education institutions.
1
2
3
4
Public policies are necessary to support skill development
for open educational practices of educational professionals
and institutional leaders.
1
2
3
4
Q4.3 In your higher education institution, how would you rate the following factors in support of the use of
OER?
Implemented
organisation-wide
Implemented in some
departments
Individual
efforts exist
Not
existing
An explicit institutional policy.
4
3
2
1
A partnership with other organisations.
4
3
2
1
Specific quality assurance processes for
OER.
4
3
2
1
Specific technological infrastructures for
OER (e.g. an OER repository).
4
3
2
1
Specific pedagogical scenarios and models
for open educational practices.
4
3
2
1
Q4.4 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree
Some colleagues are using OER on a regular basis.
1
2
3
4
Teaching strategies promoting the use of OER are
explicitly supported in my higher education institution.
1
2
3
4
Adoption of open educational practices is specifically
supported in my higher education institution.
1
2
3
4
Using OER leads to improvement in educational practices.
1
2
3
4
Using OER leads to institutional innovation.
1
2
3
4
Adopting open practices leads to institutional innovation.
1
2
3
4
Using OER leads to new pedagogical practices.
1
2
3
4
In order to stimulate the use of OER, specific skill support
is needed.
1
2
3
4
Q4.5 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1

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Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from management level of higher
education institutions.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for learners/students
Q4.1 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree
The use of OER is sufficiently developed in the courses
and programmes I am enrolled in.
1
2
3
4
Teachers/tutors explicitly support the use of open and
freely available learning materials.
1
2
3
4
As a learner, I am encouraged to develop learning
materials myself and share those with others on the
Internet.
1
2
3
4
The quality of open educational resources is too diverse
for OER to be really useful.
1
2
3
4
OER allow me to study and learn without support from
teachers/tutors.
1
2
3
4
The use of open educational resources allows me to
become independent from my higher education
institution.
1
2
3
4
In my experience open educational resources are not
relevant for my studies.
1
2
3
4
In order to use OER I would need a different form of
learning environment in my higher education institution.
1
2
3
4
Q4.2 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1

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Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of higher
education institutions.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Thank you for your support!
If you wish to receive the final report of this survey
please enter your e-mail address here: ______________________________
To learn more about the Open Educational Quality Initiative go to:
http://oer-quality.org

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[Adult learning questionnaire]
SECTION 4: OPEN EDUCATIONAL PRACTICES
Filter: only for policy makers
Q4.1 What is your view on open educational practices in adult learning organisations today?
(PLEASE CHOOSE ONLY ONE ANSWER)
Do you think that…
...they are sufficiently developed?
4
...they are moderately developed?
3
...they are underdeveloped?
2
...they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and availability
of OER in adult learning organisations.
1
2
3
4
There is a need for specific public policies to support and regulate the
use of OER in adult learning organisations.
1
2
3
4
Public policies are necessary to support skill development for open
educational practices of educational professionals and institutional
leaders.
1
2
3
4
Q4.3 In your opinion, and from a policy perspective, how relevant are the following aspects in support of the
effective use of OER in adult learning?
Very
important
Important
Unimportant
Very
unimportant
Support for OER promotion/ awareness building.
4
3
2
1
Institutional support/recognition concerning OER
projects/initiatives.
4
3
2
1
Support for localisation/ adaptation/ translation of
existing OER.
4
3
2
1
Support in implementing appropriate licensing schemes
regarding copyright.
4
3
2
1
Promotion of quality assurance for OER.
4
3
2
1
Access to appropriate technology/ infrastructure.
4
3
2
1
Promotion of guidelines/standards for OER creation and
use.
4
3
2
1
Provision of financial/sustainability support.
4
3
2
1
Q4.4 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
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Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of adult
learning organisations.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for managers/administrators
Q4.1 Consider open educational practices in adult learning organisations today. (PLEASE CHOOSE ONLY ONE
OPTION)
Do you think that…
...they are sufficiently developed?
4
...they are moderately developed?
3
...they are underdeveloped?
2
...they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and availability
of OER in adult learning organisations.
1
2
3
4
There is a need for specific public policies to support and regulate the
use of OER in adult learning organisations.
1
2
3
4
Public policies are necessary to support skill development for open
educational practices of educational professionals and institutional
leaders.
1
2
3
4
Q4.3 In your adult learning organisation, how would you rate the following factors in support of the use of
OER?
Implemented
organisation-wide
Implemented in some
departments/ units
Individual
efforts exist
Not
existing
An explicit institutional policy.
4
3
2
1
A partnership with other organisations.
4
3
2
1
Specific quality assurance processes for
OER.
4
3
2
1
Specific technological infrastructure for
OER (e.g., an OER repository).
4
3
2
1
Specific pedagogical scenarios and
models for open educational practices.
4
3
2
1
Q4.4 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
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Using OER also leads to opening pedagogical scenarios.
1
2
3
4
Using OER leads to institutional innovations.
1
2
3
4
Adopting open practices is challenging for adult learning
institutions.
1
2
3
4
The use of OER leads to new pedagogical practices.
1
2
3
4
In order to stimulate the use of OER, specific skill support
at institutional level is needed.
1
2
3
4
Q4.5 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from management level of adult
learning organisations.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for educational professionals
Q4.1 Consider open educational practices in adult learning organisations today.
(PLEASE CHOOSE ONLY ONE OPTION)
Do you think that…
...they are sufficiently developed?
4
...they are moderately developed?
3
...they are underdeveloped?
2
...they are not developed at all?
1
Q4.2 This question is about the level of public policies that are needed around OER. Please rate the following
statements:
Strongly
agree
Agree
Disagree
Strongly
disagree
The public policies only need to support the access to and availability
of OER in adult learning organisations.
1
2
3
4

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
187
There is a need for specific public policies to support and regulate the
use of OER in adult learning organisations.
1
2
3
4
Public policies are necessary to support skill development for open
educational practices of educational professionals and institutional
leaders.
1
2
3
4
Q4.3 In your adult learning organisation, how would you rate the following factors in support of the use of
OER?
Implemented
organisation-wide
Implemented in some
departments
Individual
efforts exist
Not
existing
An explicit institutional policy.
4
3
2
1
A partnership with other organisations.
4
3
2
1
Specific quality assurance processes for
OER.
4
3
2
1
Specific technological infrastructures for
OER (e.g. an OER repository).
4
3
2
1
Specific pedagogical scenarios and models
for open educational practices.
4
3
2
1
Q4.4 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree
Some colleagues are using OER on a regular basis.
1
2
3
4
Teaching strategies promoting the use of OER are explicitly
supported in my adult learning organisation.
1
2
3
4
Adoption of open educational practices is specifically supported in
my adult learning organisation.
1
2
3
4
Using OER leads to improvement in educational practices.
1
2
3
4
Using OER leads to institutional innovation.
1
2
3
4
Adopting open practices leads to institutional innovation.
1
2
3
4
Using OER leads to new pedagogical practices.
1
2
3
4
In order to stimulate the use of OER, specific skill support is
needed.
1
2
3
4
Q4.5 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of adult
learning organisations.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the creation
4
3
2
1

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
188
or use of OER.
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Filter: only for learners/students
Q4.1 How would you rate the following statements?
Strongly
agree
Agree
Disagree
Strongly
disagree
The use of OER is sufficiently developed in the courses and
programmes I am enrolled in.
1
2
3
4
Teachers/tutors/trainers explicitly support the use of open and
freely available learning materials.
1
2
3
4
As a learner, I am encouraged to develop learning materials myself
and share those with others on the Internet.
1
2
3
4
The quality of OER is too diverse for OER to be really useful.
1
2
3
4
OER allow me to study and learn without support from
teachers/tutors/trainers.
1
2
3
4
The use of open educational resources allows me to become
independent from my adult learning organisation.
1
2
3
4
In my experience OER are not relevant for my studies.
1
2
3
4
In order to use OER I would need a different form of learning
environment in my adult learning organisation.
1
2
3
4
Q4.2 Please evaluate the relevance of the following barriers to the use of OER from your personal
experience:
Very
important
Important
Unimportant
Very
unimportant
Not invented here syndrome: no trust in others’ resources.
4
3
2
1
Lack of time to find suitable materials.
4
3
2
1
Lack of Internet connectivity.
4
3
2
1
Lack of software to adapt the resources to the user’s
purposes.
4
3
2
1
Lack of access to computers.
4
3
2
1
Lack of quality of the OER.
4
3
2
1
Lack of OER that are culturally relevant to the user.
4
3
2
1
Lack of OER in the user’s native language.
4
3
2
1
OER are not embedded into the learning scenarios.
4
3
2
1
Insufficient reward system for educational professionals
devoting time and energy to OER development.
4
3
2
1
Lack of interest in pedagogical innovation among
educational professionals.
4
3
2
1
Insufficient support from the management level of adult
learning organisations.
4
3
2
1
Lack of policies at national/regional level to support the
creation or use of OER.
4
3
2
1
Lack of policies at institutional level to support the
creation or use of OER.
4
3
2
1
Lack of interest in the creation or use of OER.
4
3
2
1
Educational professionals lack the skills to create or use
OER.
4
3
2
1

Beyond OER: Shifting Focus from Resources to Practices
The OPAL Report 2011
189
Learners lack the skills to create or use OER.
4
3
2
1
Educational professionals lack the time to create or use
OER.
4
3
2
1
Learners lack the time to create or use OER.
4
3
2
1
Thank you for your support!
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To learn more about the Open Educational Quality Initiative go to:
http://oer-quality.org