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<p>Based on the state of knowledge about the dissemination of Open Educational Resources (OER) in educational practice, the study examines educational institutions in Germany regarding their connections to the field of OER. For this purpose, an adapted stakeholder analysis procedure combined with standardized online research is used, which aims at the classification of individual institutions with regard to their degree of influence and the nature of their OER activities. The analysis procedure is applied to a&#xa0;selected sample from elementary education and vocational education and training. The aim is to identify starting points for measures to promote the dissemination of OER in education. The results show that only around 30% of the cases exhibit OER activities of various types and degrees. The results provide indications for the demand-oriented placement of information, advice and networking measures and also point to further questions. The study makes a&#xa0;contribution to the institutional research perspective on OER and shows the conception and application of a&#xa0;method that offers transfer potential for other research contexts.</p>

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Auf der Suche nach den weißen Flecken auf der Landkarte. Konzeption und Zwischenergebnisse eines systematischen Mappings von Bildungsinstitutionen in Deutschland im Kontext von Open Educational Resources

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月2日

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  • Johannes Appel,
  • Susanne Grimm,
  • Marc Rittberger

摘要

Based on the state of knowledge about the dissemination of Open Educational Resources (OER) in educational practice, the study examines educational institutions in Germany regarding their connections to the field of OER. For this purpose, an adapted stakeholder analysis procedure combined with standardized online research is used, which aims at the classification of individual institutions with regard to their degree of influence and the nature of their OER activities. The analysis procedure is applied to a selected sample from elementary education and vocational education and training. The aim is to identify starting points for measures to promote the dissemination of OER in education. The results show that only around 30% of the cases exhibit OER activities of various types and degrees. The results provide indications for the demand-oriented placement of information, advice and networking measures and also point to further questions. The study makes a contribution to the institutional research perspective on OER and shows the conception and application of a method that offers transfer potential for other research contexts.