Using a Technology Acceptance Model to Analyze Faculty Adoption and Application of Open Educational Resources
| dc.contributor.author | Tillinghast, Beth | |
| dc.date.accessioned | 2021-05-11T00:51:24Z | |
| dc.date.available | 2021-05-11T00:51:24Z | |
| dc.date.issued | 2021 | |
| dc.description | This represents part of dissertation research and is a pre-print copy of an article published by the International Journal of Open Educational Resources. | |
| dc.description.abstract | This research reports on a mixed methods study querying faculty who have already adopted Open Educational Resources (OER) and who might be exploring OER-enabled pedagogy (OP) in their instructional practices. Insights gained from this research fill a gap in the literature and provide a deeper understanding of the context for adopting OER, thus providing guidance and information for institutional policy and program development in support of OER implementation. In 2018, over 250 faculty responded to an online survey that queried faculty on various motivating factors for both the adoption of OER and the use of OP. Using the Unified Theory of Acceptance and Use of Technology as a design framework, this research expanded on the framework to examine motivating factors through the lens of six main constructs: 1) how individuals believed that OER have helped them perform in their job (performance expectancy), 2) the degree of ease or difficulty associated with using OER in their instruction (effort expectancy), 3) the degree to which faculty perceived if others thought it was important that they use OER (social influence), 4) the extent to which the faculty perceived that the technical and organizational infrastructure to adopt OER were available (facilitating conditions), 5) individual attitudes about the use of OER and OP (attitudes), and 6) what individuals felt they could do with the technology skills they had acquired (technology self-efficacy). Findings indicate that supporting students is one of the main motivating factors spurring faculty to adopt OER and OP. In addition, both personal and professional growth as well as networking through engaging in open education is also important. Findings also indicate the need for careful planning before introducing OP approaches. These findings have implications for future OER and OP development. | |
| dc.format.extent | 57 pages | |
| dc.identifier.uri | http://hdl.handle.net/10125/44909 | |
| dc.language.iso | en-US | |
| dc.rights | CC-BY | |
| dc.rights | Attribution 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | * |
| dc.subject | Open Educational Resources | |
| dc.subject | OER | |
| dc.subject | OER-enabled pedagogy | |
| dc.subject | UTAUT | |
| dc.title | Using a Technology Acceptance Model to Analyze Faculty Adoption and Application of Open Educational Resources | |
| dc.type | Article | |
| dc.type.dcmi | Text |