One aspect of the topicality of present research is linked with development of technology: technological development is greater, and moves faster, than citizens’ abilities to adapt and understand them. There are technological innovations that will introduce significant improvements in quality, and provide interactive possibilities (Tornero, 2004).  

The appearance of disruptive innovation like Massive Open Online Courses (MOOC) has the potential to transform higher education and create new competition and centres of excellence among universities worldwide. While the three main MOOC providers in the USA offer around 400 courses, with three million users worldwide, few European universities are providing MOOCs. A recent survey on MOOC sent to EUA (European university associations) members, shows that one third of the 200 European universities consulted were not even aware of what a MOOC is, and only one third were considering any MOOC-related initiative (Opening up Education, 2013).

Second aspect of the topicality of present research is linked with development of human needs to be better educated in life-long learning. The modern era (information and knowledge century) requires updated human need for self-education, self-development, to ensure better employment opportunities and quality of life, and challenging people – to realize their potential, developing themselves personally meaningful ways (Karnītis, 2002). The learning process is changed to adapt to each individual's needs (Finnis, 2003). The rapid flow of information accelerates the aging of knowledge, and adult learner will need to use the new information storage and search methods. It changes learning and teaching principles, and focus on memorizing moves to search for information and its structuring (Brikše, 1999).

For acquiring a good education “today’s learners expect more personalization, collaboration and better links between formal and informal learning much of it being possible through digital-supported learning”. (Opening up Education, 2013) In order to pursue that aim learners will develop skills of computer literacy and information literacy for self-directed use of Open Educational Resources (OER). As P. Candy (2004) indicates “in many respects, there seems to be a natural symbiosis between digital technologies and self-directed learning.”  Despite the fact that already back in 1975 M. S. Knowles (Knowles, 1975) called self–directed learning a way of surviving, referring both to separate individuals and the whole mankind, it is even more topical nowadays and imparts ICT its “philosophical, practical, and pedagogic” (Herod, 2000, 2001) character.

The present research was conducted during the implementation of study process in the study year 2013 at the University of Latvia to explore the students’ perception of OER as means for self-directed learning.

The aim of the research is to study students’ as adult learners understanding about conception of OER and their information literacy as a development of their self-directed learning.

The research question: is there a relation among students as adult learners' comprehension of what OER is, their information literacy skills, and self-directed learning?

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