| Abstrakt: |
The use of open educational resources (OERs) within the broader context of open educational practices (OEPs) has many advantages, including the potential to result in self-directed learning as students take responsibility for their learning. However, despite their vast potential, the promise of OERs has not yet translated into concrete and tangible OER adoption and development in the Global South, and specifically not in South Africa. It also seems that the flow of OERs is mostly in one direction-- namely, from developed to developing country contexts. This article aims to determine what the literature reveals regarding OER adoption and development in South Africa. Within an interpretivist paradigm and a qualitative approach, we used an integrative literature review to collect data. Two large databases were consulted, and after applying the inclusion and exclusion criteria six relevant texts were found and discussed. The findings reveal that limited research is available. Furthermore, it became clear that OER planning, adoption, and development is a process and that collaboration, institutional support, and leadership play important roles in OER adoption, development, and projects. The literature also revealed that despite the benefits of using OERs there are stumbling blocks to adopting and using OERs in South Africa. Based on the findings, it is suggested that OERs for self-directed learning should advance and develop teaching and learning by supporting flexibility and openness of learning resources. In the last instance, ongoing research on the state of OER adoption and development is needed to grow the use of OERs with specific reference to South Africa. [ABSTRACT FROM AUTHOR] |
