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The use of Open Educational Resources (OER) in distance education helps in improving the quality of distance education through free sharing of ideas. In Nigeria, there are two modes of distance education – single and dual. The single mode institution operates only open and distance mode while the dual mode institutions operate both the conventional face-to-face and distance modes. But it is observed that the adaption of OER by lecturers and institutional supports for active participation seems to be lacking. This study, therefore, examined the institutional supports and the use of OER among lecturers in the institutions by stating two hypotheses. Survey research design was used for the study with population of 5,315 academic staff in Nigeria Distance Universities as at the time of study; out of which 12.98% making 690 academic staff were sampled. Questionnaire was used to collect data. The hypotheses were tested using independent sample t-test at 0.05 level of significance. The findings revealed that academic staff in single mode institutions receive higher incentives that promote OER than the academics in the dual mode; the academic staff mostly adapt OER for academic purpose; while most academics use OER unknowingly. The quality of the use of OER in distance education requires institutional support.