Quality has always been a major concern in education, and it is obvious that quality of open educational resources (OER) are questioned. While it is believed that OER are useful for improving teaching quality, there are several concerns related to appropriateness, reliability, and trustworthiness of OER. Many of these concerns about quality are derived from the free availability of OER, and such perceptions held by teachers do have impact on widespread use and mainstreaming of OER in to the teaching and learning practice.
Within a larger study on higher education teachers’ use and contribution of OER in India, we also focused on their perceptions of quality as a characteristic of OER that may have bearings on how teachers use and contribute to OER. The study was conducted in 4 universities in India, and we gathered both quantitative data and qualitative data using questionnaire, interview and panel discussion in a workshop situation. Results of the study revealed that teachers were primarily concerned about appropriateness or fitness for purpose of OER to use. This was followed by the trustworthiness of the source of the OER. Interestingly, the perceptions of quality of OER was different in the contributor group and non-contributor group, though both group has similar concerns. Non-contributors had more concerns than contributors, and this is an important finding from the perspective of OER mainstreaming. Those who had not created OER and shared lack the experience and understanding of OER, and have more concerns probably based on their attitudes towards quality in general. Based on the data from the study, the paper presents some recommendations to mainstream OER in higher education with a focus on quality assurance.