Overcoming Barriers for OER Adoption in Higher Education
Application to Computer Science Curricula
Rosa Navarrete and Diana Martinez-Mosquera
Escuela Politécnica Nacional, Department of Informatics and Computer Science, Ecuador
Keywords: Open Educational Resources, OER-based Learning, Higher Education, Computer Science, Community of
Practice, MERLOT.
Abstract: The use of Open Educational Resources (OER) in all contexts of education is increasingly promising.
Nevertheless, some barriers are discouraging or delaying the adoption of OER in Higher Education (HE). In
this work, we propose a strategy to overcome obstacles that hinder the adoption of OER as teaching materials
in Computer Science Curricula. This strategy is based on the collaborative work of professors and students
within a Community of Practice (CoP) backed up by MERLOT, a renowned repository of OER. To validate
the proposed strategy, we applied it in some courses of the Computer Science Engineering Curricula from a
Latin American university by two consecutive academic terms. The evaluation obtained from professors and
students who participated in this teaching-learning experience was encouraging for the use of OER. It also
enabled us to settle issues concerning the discoverability and quality of OER. Furthermore, the results of this
proof fostered the institutional willingness to sponsor and spread the OER adoption initiative.
1 INTRODUCTION
Open Educational Resources (OER) are freely
accessible digital materials that are intended to use in
education. A conjunction of factors is driving OER as
a strategy to increase access to educational
opportunities globally. As evidence of that, the
UNESCO Recommendation on OER, adopted in
November 2019, proclaims the use of OER as a
change agent to ensure inclusive and equitable quality
education for all (UNESCO, 2019).
Currently, higher education (HE) takes advantage
of technology-based resources, such as OER, to low
costs and broaden their capacity to serve the growing
demand (Atherton, et al., 2016).
The advantages of using OER in HE have been
documented in some works. For example, the use of
open textbooks is exposed in (Jhangiani, et al., 2016;
Ruth & Boyd, 2016; Ozdemir & Hendricks, 2017),
the use of OER in undergraduate courses is addressed
in (Bradshaw , et al., 2013; Klein, 2015).
Nevertheless, in spite of the increasing
mainstreaming of OER in HE, the obstacles for their
formal adoption are still unsolved (Wong & Li,
2019). In this work, we propose a strategy that aims
to overcome some barriers to OER adoption in HE
curricula. This strategy is based on the shared
knowledge in communities of practice (CoP)
integrated by educators and students.
To validate this strategy, we applied it in some
courses of Computer Science Engineering from a
public university in a Latin American country. We
aim to test the feasibility of OER-based teaching in
formal education when the content of knowledge
discipline is aligned with the ACM/IEEE Computer
Science Curricula (2013).
The results of this proof have shown that both
professors and students achieved a fulfilling
experience of teaching-learning. Professors
highlighted the quality and diversity of resources, as
well as the interrelations that arise from their
participation within a CoP, which provide them for
new academic horizons. The students found that they
are capable of learning from courses prepared by
academics from leading universities of developed
countries.
The rest of this paper is structured as follows:
Section 2 covers the background concepts, Section 3
depicts the strategy for the adoption of OER, Section
4 describes the results of the application of the
proposed strategy, and Section 5 presents the
conclusions and future work.
Navarrete, R. and Martinez-Mosquera, D.
Overcoming Barriers for OER Adoption in Higher Education Application to Computer Science Curricula.
DOI: 10.5220/0009471205590566
In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) - Volume 1, pages 559-566
ISBN: 978-989-758-417-6
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
559

2 BACKGROUND
2.1 Open Educational Resources
The latest definition of OER states: “OER are
teaching, learning and research materials that reside
in the public domain or have been released under an
open license that permits no-cost access, use,
adaptation and redistribution by others with no or
limited restrictions” (UNESCO, 2019). OER range
from full courses including syllabi to textbooks,
lecture notes, video lectures, software simulations,
and more (Atkins, et al., 2007).
OER are mostly released with a Creative
Commons (CC) license. For the fully comply of the
concept of “openness”, resources should enable the
5R activities (Retain, Reuse, Revise, Remix,
Redistribute (Wiley & Hilton, 2018).
Many of the largest OER websites are supported
by prestige Universities or academic coalitions, such
as OER Commons by ISKME (Institute for the Study
of Knowledge Management in Education), MERLOT
by the California State University Center for
Distributed Learning, and the OpenLearn project at
the Open University of the United Kingdom,
OpenStax College.
2.2 Community of Practice
The term Community of Practice (CoP) refers to a
group of people who agree to participate in
collaborations that take place in relation to a domain
of knowledge, developing shared practices to build a
common store of knowledge and accumulate
expertise in the area (Wenger & Snyder, 2000).
To differentiate from any community, a CoP must
have three characteristics (Wenger, 2011).
a. The domain. Members are connected by a
learning purpose they share. Therefore,
membership implies to hold a competence over
the domain and an interest in deepening
knowledge on it.
b. The community. Members are engaged in joint
activities, help each other, and share knowledge
and information. In pursuing their interest in their
domain, they build collaborative relationships.
c. The practice. Members develop a shared set of
practices, resources, tools, and documented
experiences to address problems in the domain.
Currently, CoPs are emerging as a strategy in the
educational field to promote knowledge sharing.
Members develop their willingness to share useful
resources and support other members to increase their
domain of knowledge (Tseng & Kuo, 2014).
3 ADOPTION OF OER IN HE
3.1 Barriers for Adoption
The obstacles to the adoption of OER into HE have
been documented in the literature. A survey applied
to 2,144 higher education professors in the U.S.
(Allen & Seaman, 2014), revealed that the time and
effort required to find, retrieve, evaluate and adapt
OER was the most significant barrier for OER
adoption. In a follow-up survey (Seaman & Seaman,
2017), applied to 2,700 professors, the main obstacle
continued to be this same, the effort needed to find
and evaluate suitable resources. Also, in a
complementary qualitative study conducted with 218
professors, the lack of time for resources evaluation
became the barrier for OER adoption (Belikov &
Bodily, 2016).
Another study (Kortemeyer, 2013) exposed that
OER adoption major hurdles were discoverability
(searching and retrieve suitable resources) and quality
control. Moreover, the Commonwealth of Learning
(COL) and UNESCO conducted six regional
consultations, where the main barrier to
mainstreaming OER was described as the lack of
users’ capacity to access, reuse and share OER (COL,
2017).
On the other hand, the adoption of OER in Latin
American HE introduces the obstacle of the language
of the resources, because the predominant language
for OER is English.
The quality of OER has widely covered in
literature as a primary requisite to encourage their use
in HE. For Camilleri, et al. (2014), the quality
assurance of OER relies on peer work, from the
perspective of its fitness for the required purpose, the
ability for reuse (editing), and the kind of learning
experience that can provide.
Another alternative is the application of rubrics to
evaluate the quality of OER. Although rubrics aim to
measure OER quality, each one emphasizes different
aspects. For instance, the rubric used by OER
Commons includes the degree of alignment to
standards, quality of explanation of the subject
matter, the assurance of accessibility, and some other
aspects depending on the type of resource (Achieve,
2011). Some other rubrics relies on the content
quality as a major dimension for evaluating OER
quality, considering indicators such as completeness,
clarity, and accuracy (Jonsson & Svingby., 2007).
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In this work, we assumed as a starting point that
professors already have awareness about the nature
and purpose of OER. We have focused our strategy
on those barriers that are possible to overcome with
actions conducted by professors themselves. For this
reason, the institutional policy for supporting OER
adoption is out of the scope of the proposed strategy.
The barriers we address are those considered as the
most significant according to previously cited works:
a. Discoverability. It involves the search and
retrieval of OER that fit the content and
pedagogical requirements of the subject taught.
b. Quality. It includes these attributes of OER: the
relevance, accuracy, updated information, and
appropriate format for learning purpose.
c. Language. The language used to present the
content of OER.
3.2 Strategy to Overcome Barriers
The strategy description and the rationalizing of how
its application can surpass the barriers for adoption
are explained follow.
3.2.1 Description of the Strategy
The strategy is based on the participation of
professors in a CoP offered by MERLOT under the
denomination of “Community Portals” (Tovar, et al.,
2017). At present, MERLOT holds some CoP aligned
with different disciplines where educators and
students can seek, utilize, curate, review, and rate
learning resources that have been included. These
CoPs are maintained by a discipline Editor and a
related editorial board of peer reviewers who ensure
the quality of the OER by reviewing their pertaining
to the discipline, the correctness of their content, and
their usefulness for teaching and learning.
In 2016, MERLOT created CoPs based on OER
utilization in two knowledge areas concerning the
interest of our proposal.
a. Information Systems and Information
Technology (IT/IS).
b. Computer Science (CS).
These CoPs are related to the knowledge areas
aligned with the undergraduate course topics
recommended by the Accreditation Board for
Engineering and Technology (ABET) for
accreditation of degree programs in computer
science, information systems, software engineering,
information technology, and cybersecurity. In the
case of Computer Science, the curricula
recommendation is guided by (ACM/IEEE, 2013).
Table 1 shows the Computer Science taxonomy of
Knowledge Areas, according to ACM/IEE, with their
acronym and name.
To prove the proposed strategy, it was applied in
two consecutive academic terms (September 2018 –
February 2019, March 2019 – August 2019),
considering two subjects of the current curricula,
“Fundamentals of Databases," that is included in the
IM knowledge area, and “Operating Systems,” that is
included in the OS knowledge area.
Table 1 also exhibits the number of resources
available through the MERLOT CoP in CS
knowledge areas at the beginning and the end of the
application of the strategy. The increasing of the
available OER will be analysed later in this
document.
The participants in the application of the strategy
were the group of students enrolled in each academic
term for the mentioned subjects and, the respective
professors. While the group of students was different,
the professors stayed assigned for the subject in both
terms.
Furthermore, a recommendation in this strategy is
the creation of a Course ePortfolio in MERLOT to
include OER, that have been previously selected,
within a Bookmark Collection and create the syllabus
information of the course.
3.2.2 How Strategy Overcomes Barriers
The strategy proposed in this work enabled to
overcome the barriers to the adoption of OER
mentioned in section 3.1.
a. Discoverability. The professor, member of the
CoP, in the CS discipline, has access to a
collection of OER previously approved by the
Editor and by the peer review. This fact simplifies
discoverability issues, enabling the professor to
save time and effort.
b. Quality. The two-fold review process of OER
carried out by the Editor and academic peers
contributes to ensuring the quality of the
resources. Further, the provenance of OER is
considered an indicator of quality. Mostly
resources collected, particularly in CS discipline,
have been produced by professors of outstanding
universities in the world.
c. Language. All collected resources for CS are
available only in the English language. It does not
represent an actual barrier in the CS domain
because English is considered the lingua franca of
Computing and students are competent to use it.
Overcoming Barriers for OER Adoption in Higher Education Application to Computer Science Curricula
561

Table 1: CS Taxonomy in CoP and number of resources.
Knowledge
Area
Acronym
Knowledge Area Name
Number of
resources
Aug.
2018
Aug.
2019
AL Algorithms and Complexity 45 48
AR
Architecture and
Organization
22 25
CS Computational Science 22 46
DS Discrete Structures 22 28
GV Graphics and Visualization 11 13
HCI Human-Computer Interaction 139 142
IAS
Information Assurance and
Security
25 28
IM Information Management 165 177
IS Intelligent Systems 402 407
NC
Networking and
Communications
173 959
OS Operating Systems 27 28
PBD Platform-based development 11 11
PD
Parallel and Distributed
Computing
7 7
PL
Parallel and Distributed
Computing
4074 4621
SDF
Software Development
Fundamentals
44 53
SE Software Engineering 48 56
SP
Social Issues and
Professional Practice
16 18
4 RESULTS OF THE STRATEGY
APPLIED
The proposed strategy for OER adoption requires that
the professor develop these steps:
a. Get membership in MERLOT by completing the
Sign-up form of the Web page.
b. Select the Academic Discipline Portals in the
Community Portals. Choose the Computer
Science discipline.
c. Create a Bookmark collection. This step requires
to select the OER they consider appropriate to
support the topics in the syllabus of the subject,
from the resources collection within the
discipline.
d. Create a Course ePortfolio with OER included in
the Bookmark collection. This step requires to
complete the information about syllabus subject
(topics, prerequisites, pedagogical approach,
learning outcomes, and assessment).
e. Request
students to become MERLOT members
and select the Computer Science Community
Portal to grant them access to the Course
ePortfolio just created.
As a way of example, some screen captures of the
steps described are presented. Figure 1 shows a screen
capture of the MERLOT Computer Science
Community Portal.
Figure 1: MERLOT Computer Science Community Portal.
Figure 2: ePortfolio for Fundamentals of Databases.
Figure 2 shows a screen capture of the Course
ePortfolio named IM-Databases, which have been
created by the professor for the Fundamentals of
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Databases subject. Only a partial list of selected
resources is displayed in the image.
For each subject involved in this proof,
“Fundamentals of Database” and “Operating
System”, a sample of OER selected for the Course
ePortfolio is summarized in Table 2.
4.1 Professors Evaluation
The observations expressed by professors concerning
the development of this proof of the strategy are
mentioned. These were the positive comments:
a. The variety and academic rigor of OER.
Professors found educational resources in
multiple formats to cover their teaching purposes.
They appreciated the advantages of simulation
software for learning since students can explore,
experiment, and model real situations. They
awarded that the creation of this kind of resources
involves high production costs, so it was valuable
to get them for free.
b. The right categorization taxonomy for OER used
in CS simplified the search issues. Nevertheless,
it was important to invest time to select the
appropriates resources.
c. The interrelations promoted in the CoP.
Professors gained expertise in their field. It has
aroused their interest to participate more actively
as reviewers and contributors of resources.
These were the negative and neutral comments:
a. The different approach of OER. Professors
affirmed that it is tough to comply with the
syllabus using OER (approximately 45% could be
covered). It is because there were differences in
approaching the topics of the syllabus.
b. The time to prepare the teaching based on using
OER is not profitable for the first time. Professors
agreed in the effort demanded to apply OER in
their subjects, for the first time. Nevertheless, in
the next academic term, when they taught the
subject again, the effort was considerably lesser.
c. The use of OER in teaching is feasible for those
who have expertise in the subject. Professors
claimed that it is not an advisable teaching
strategy for a professor who is a novice teaching
the subject.
d. The lack of metadata for OER. Professors
observed that resources' metadata included in the
informative web page displayed in MERLOT
were incomplete. Notably, the lack of license
associated with the publication of the resource
was missing. It would expect they have a Creative
Commons license.
4.2 Students Evaluation
The proof of the strategy involved 56 students of
Fundamentals of Databases courses and 46 students
of Operating Systems courses, considering both
academic terms. No student took both subjects at time
because these are at different levels in the curricula.
In total, 102 students participated in this experience.
Because of the lack of space, the results of the
evaluation by students are presented for the total of
students.
In this work, the evaluation of the acceptance of
the use of OER by students had a qualitative
Table 2: Sample of the selected resources for Course ePortfolio.
Name Provenance Type Include tests
/exams
SUBJECT: DATABASE FUNDAMENTALS – ePortfolio IM-Databases
Introduction to Databases University of Stanford, US Online Course (Video
lectures)
Yes
Advanced Databases The Saylor Foundation, US Online Course Yes
A Gentle Introduction to SQL Napler University, UK Online Tutorial Yes
SQL Interpreter and Tutorial University of Washington, US Online Tutorial
Introduction to Modern Database Systems The Saylor Foundation, US Online Course Yes
SQL Tutorial W3C School Online Course Yes
Database Design and Implementation: A
practical introduction using Oracle SQL
Oracle CIO Open Access Textbook Yes
SUBJECT: INTRODUCTION TO OPERATING SYSTEMS – ePortfolio OS-IntroOS
Animations for Operating Systems University of Virginia, US Animations No
CPU-OS Simulator Edge Hill University, UK Software application No
Operating Systems and System Programming University of California, Berkeley, US Video lectures No
Computer Structures and Operating Systems University of Münster, Germany Presentations Yes
Operating Systems and Middleware California State University, US Open Access Textbook Yes
Overcoming Barriers for OER Adoption in Higher Education Application to Computer Science Curricula
563

Table 3: Questionnaire for students’ evaluation.
Program: Use of OER in courses of Computer Engineering
Name of the course: Fundamentals of Databases / Operating ¨Systems
Academic Term: 2018-B (September 2018 – February 2019)
Questionnaire of opinion: Please, answer each question by checking the box that best describes your perception.
Q1. How was your knowledge on OER
b
efore taking the course? Excellen
t
Fairy Goo
d
Moderate None
Q2. How was your knowledge on CoP before taking the course?
Excellent Fairy Good Moderate None
Q3. How do you value the achievement of learning outcomes with
the use of OER?
Excellent Fairy Good Moderate None
Q4. How do you value the use of learning resources published by
prestigious Universities?
Excellent Fairy Good Moderate None
Q5. How do you value your membership in MERLOT CoP for
Computer Science?
Excellent Fairy Good Moderate None
Response freely about these questions:
Q6. Did you obtain benefits from learning by using OER?
Q7. Did you perceive obstacles in this learning experience
b
y using OER?
Figure 3: Results of questionnaire.
approach. To evaluate the rate of acceptance of OER
in the learning process, students were evaluated
through a Goal, question, metric (GQM) approach
(Koziolek, 2008) by using a Likert scale.
The questionnaire was applied at the end of each
academic term to all students involved in this proof of
the strategy. The questionnaire content is presented in
Table 3. It embraced three groups of questions:
G1. Two closed questions (Q1 and Q2) to explore
the initial level of knowledge that the student had
about the OER and CoPs.
G2. Three closed questions (Q3, Q4, and Q5) to
know the students’ appreciation concerning this
learning experience.
G3. Two open questions (Q6 and Q7) to receive
feedback
from students about the use of OER in the
learning process.
All results for G1 and G2 (closed questions) are
presented in Figure 3, a grouped bar chart. Each group
of bars that represent a question is labelled with a
descriptive text. For each question, a bar in different
colour represents the number of responses (and the
respective percentage) for each level of appreciation.
The total number of students answered the
questionnaire, it means 102 responses.
For closed questions in G1 (Q1 and Q2).
Considering the sum of responses obtained for
"Knowledge", in the scale good and moderate, it is
observed that students were less informed about the
OER concept (65.7%) than about the CoP concept
(71.6%).
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Nevertheless, around 30% of students did not
have any knowledge about those terms. It is
worthwhile to remark that students have not
participated in CoP until this experience despite the
importance of teamwork in the computer science
professional activities.
Concerning Q3, it is observed that students have a
positive opinion on the learning outcomes achieved
through this experience of the use of OER. The
highest percentages correspond to excellent (29.4%),
fairly (27.5%), and good (30.4%) appreciations.
In Q4, students' responses show a remarkable
valuation for the use of OER published by prestigious
universities (61.8%), and 30.4% have a positive
opinion (fairly and good).
For Q5, students also recognized the value of
participation in the MERLOT CoP. The excellent,
fairly and good appreciations represent 92.2% of
responses.
For open questions in G3 (Q5 and Q6) the aspects
noted below have been pointed out by most students.
Concerning the benefits of using OER, in Q6,
students highlighted that the learning based on OER
prepared in prestigious universities added value to
their education. It became a worthwhile experience
for them. Students also recognized that simulations
and online courses as valuable materials to enhance
their learning.
Concerning the obstacles of using OER, in Q7,
students mentioned that the language was a barrier for
comprehension of the content of the resources.
However, they were aware that the domain of the
English language is a key competency for their career
and, consequently, they were gratified to surpass the
challenge of the language in their learning. Students
did not identify additional barriers.
It is important to mention that the summative
evaluations of students in the subjects of this proof of
the strategy, did not show variance respect previous
academic terms. All students approved the courses.
5 CONCLUSIONS
In this proof of the strategy, we have tested its
efficacy to surpass the most recognized barriers for
the adoption of OER in HE, as part of subjects in the
curriculum of Computer Science Engineering.
The novelty of this strategy was the introduction
of a CoP that supports the tasks of discovery and
quality control of OER, which be reused as learning
materials in the subjects of the curricula.
Therefore, we aimed to engage professors and
students, within a CoP where they could interact with
other members grouped by the same academic
interest. In this case, we joined to the MERLOT
Community Portal for Computer Science discipline.
The taxonomy applied to classify the resources
aligned with the (ACM/IEEE, 2013), provided a
helpful base to select the appropriate OER for the
subject that the professor needs. In this way, some
barriers, as the discoverability and quality of
resources, could be surpassed.
Professors and students positively evaluated the
proposed strategy. Professors remarked that the
participation of students in the CoP and the use of
OER motivated students for self-learning,
encouraging their critical and reflective thinking
Students recognized the attainment of learning
outcomes and shown their enthusiasm to participate
in the MERLOT CoP for enlarging their relations
with other academic actors of foreign Universities.
The participation in this strategy for OER-based
learning has persuaded to professors and students to
advocate the OER adoption. Hence, they can boost
the spreading of this strategy to include most of the
subjects of the curricula.
Arguably, OER-based education has a significant
chance of success if it provides a trustworthy,
ongoing assessment of the student's work. That is the
professor's role. Moreover, once professors embrace
OER as a valid alternative to the preparation of their
materials, or the payment for textbooks, the learning
in HE could be improved. For instance, professors
will have more time to dedicate it to other research
activities. Also, students will be more independent to
face their learning, able to deep in their interests,
creativity, and responsibility will increase, and,
working in a collaborative group within a CoP, they
will experiment the value of sharing knowledge.
On the other hand, it is necessary to mention that,
as shown in Table 1, the number of OER in the
knowledge areas concerning this CoP increased in a
year, but not in a significative number. Nevertheless,
this increase was extraordinary for Networking and
Communication (from 173 to 959 learning resources).
The results of this proof of the strategy have been
a positive impact on the institutional willingness for
OER sponsorship. The academic authorities have
decided to involve new subjects in the application of
this strategy for the next academic term. Therefore,
we can conclude positively about the success of the
strategy.
The transformative potential of OERs would be
very advantageous for public universities to promote
the affordability of knowledge for more people.
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