OER, although known as a concept for over a decade, is not as widely used by educational institutions in the developing countries as anticipated. This could therefore be an indication that the needs of the people in the developing countries are less adequately addressed than in the developed countries. Which indeed may be related to different levels of access to ICT and OER, and to different levels of digital proficiency and the use of OER. The differentiations in this countries take shape in line with socio-cultural norms, gender barriers, geographical remoteness, and the digital divide. Moreover, students and lecturers have very different perceptions of the value of OER for their learning and teaching. Consequently, the key objective of this study boils down to get a better picture of how students and staff in Africa use (or do not use) and create OER, and to what extent this is influenced by access to digital materials, access to OER, and the perceived value (added advantage) of OER to them.
