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Findings show postgraduate learners are more aware of OER access, and many report that OER-based training and workshops are beneficial. 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This study further investigates the factors that hinder the progress ofOER acceptance in the teaching and learning process of higher education and suggests ways to overcome these barriers. Acceptance and barriers ofOERs in Indian higher education have been analyzed with the help of responses received from 204 participants (students) through questionnaire, who are either enrolled in ODL or the conventional system of education in the state of Uttarakhand (India). This study found that post-graduate programme learners are more aware of access to OERs and the majority of learners reported that training/workshops based on OERs are beneficial for them. Findings from this study will be helpful in understanding the obstacles and hindrances faced by the learners and respective institutions in the process of offering OERs. This study was conducted during the COVID-19 lockdown period. Keywords: Open Educational Resources; OER; Barriers; Higher Education; Technology-enabled Education  \nRésumé  \nL'objectif de cette étude est de souligner le rôle et la prise de conscience de et des barrières aux Ressources Éducatives Libres (RELs) dans l'enseignement supérieur indien, spécifiquement dans l'Étatd'Uttarakhand. Cette étude examine également les facteurs qui entravent la progression de l'acceptation des RELs dans le processus d'enseignement et d'apprentissage de l'enseignement supérieur et suggèredes moyens pour surmonter ces obstacles. L'acceptation et les barrières des ressources éducatives libres  \nCJLT/RCAT Vol. 47 (3)  \ndans l'enseignement supérieur indien ont été analysées par le biais d'un questionnaire à l'aide des réponses reçues de 204 répondants (étudiants) qui sont inscrits soit dans la formation ouverte et à distance (FOAD) ou conventionnelle dans l'État d'Uttarakhand (Inde) . Cette étude a révélé que les étudiants des programmes de troisième cycle sont plus conscients de l'accès aux RELs et la majorité des étudiants ont déclaré que les formations/ateliers basés sur les RELs leur sont bénéfiques. Les résultats decette étude seront utiles pour comprendre les obstacles et les entraves rencontrés par les étudiants et les établissements respectifs dans le processus d'offre de RELs. Cette étude a été menée pendant la périodede confinement provoqué par la COVID-19.  \nMots-clés : Ressources éducatives libres ; REL ; Obstacles ; Enseignement supérieur ; Éducation basée sur la technologie  \nIntroduction  \nOpen educational resources (OERs) are learning materials offered freely to anyone and can be adopted by educators, scholars, or both. According to UNESCO, OERs can be defined as:  \n[T]eaching, learning and research materials in any medium, digital or otherwise, 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 (Commonwealth of Learning, 2015, p. 8) .  \nIn 2002, the concept of OERs was coined by UNESCO. After a successful 18-year journey, today’s digital era OERs have become useful tools for teaching and learning, training, and research among scholars and educators (Padhi, 2018) .  \nOpen educational resources have potential to foster and spread knowledge among educators (Tur et al., 2016), and the sharing and reuse of educational material, either in digital or another form, can be beneficial in better shaping the educational world. Using OERs leverages informat","cbCainfLd17qLRdV","https://ap.wps.com/l/cbCainfLd17qLRdV","pdf",183913,15,"English","# Abstract\n## Introduction","[{\"question\":\"What is the purpose of the study on OERs in Indian higher education?\",\"answer\":\"The study highlights the role, awareness, and barriers related to Open Educational Resources (OERs) in Indian higher education, especially in Uttarakhand. It also investigates factors hindering OER acceptance and suggests ways to overcome these barriers.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study analyzed responses from 204 participants (students) through a questionnaire. Participants were enrolled either in open and distance learning or in the conventional system of education in Uttarakhand.\"},{\"question\":\"What did the study find about postgraduate learners and OER training?\",\"answer\":\"Postgraduate program learners showed greater awareness of access to OERs. Most learners also reported that training/workshops based on OERs were beneficial.\"}]","Acceptance and Barriers of Open Educational Resources in the Context of Indian Higher Education - Volume 47 - Fall 2021 | PDF",1792086671,38]