The Future of Education

This study discusses Open Educational Recourses' (OERs) usage among teachers in a digital learning environment. The central premise of the  research was that examining intelligent usage of OERs might help improving learning outcomes promoting teaching methods in a changing environment. The present study examines the frequency and way of usage of OERs by teachers in general and vocational schools. In addition, patterns of usage of OERs and factors that may facilitate or inhibit the usage of OERs were examined. The OECD defines OERs as open and free materials for educators, students and self-learners to use and reuse for teaching, learning and research. 76 teachers participated in the present research. There were significant differences in the usage of OERs by teachers in various disciplines. Technology subject matters teachers make more use of OERs than Humanities subjects matter teachers do The research found a positive correlation between teachers' attitudes towards OERs and their usage. This study has two main contributions: a theoretical aspect and an applied one. From the theoretical point of view, the research's findings support the 4R's model suggested by Hilton and Wiley (2010),  as well as strengthening the definition suggested by researchers (Conole, McAndrew & Dimitriadis, 2010; Camilleri, Ehlers & Pawlowski, 2014) to the concept of OERs. From the applied point of view, the research reflects teachers' common usage patterns of OERs at the level of reuse. One conclusion of this study is that there is significant importance to teachers' training in increasing usage of OERs and improving the way they use them in their instructions. 

Keywords: Open Educational Resources, digital learning environment;