OERs represent examples of a global phenomenon in an innovative approach that promote unrestricted access as a possible solution for bridging the knowledge divide in education. A large number of OERs initiatives are currently distributed globally and are seen as a way to meet educational needs. Given the purported importance of OERs in the international arena, it is critical to examine the global understanding of OERs.
Although OERs have successfully captured researchers and practitioner's attention in promoting the knowledge as a public good, expanding understanding, awareness, utilization, and adoption from individual and institutions to publish is another challenge. It is our argument that addressing these challenge must involve examining the global understanding of OERs.
This study is driven by the following three questions:
1. What are global understandings of OERs?
2. What are the awareness, perceived benefits and challenges of OER and how do they differ cross-culturally?
3. What are the current utilization and adoption of OERs in participating countries?
This study employs in-depth survey research and interviews to investigate the understanding of OER at universities in Botswana, China, Namibia, Taiwan, and Thailand. Using a survey approach and interview, the authors developed a set of questionnaires and interview questions, with the intention of understanding the global perspective of open educational resources from participant countries.
Data collection for the present study is on going and will be completed in July 2017. Completed data from Taiwan and Thailand indicate that there is a varied understating of what OERs and MOOCs are. Although the acronyms have become the terms dujor in academic discourses and international education it appear that there are varied definitions of the concepts which educators and researchers alike would be well served to be aware of and consider.
