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A path analysis of educator perceptions of open educational resources using the technology acceptance model

TitleA path analysis of educator perceptions of open educational resources using the technology acceptance model
Publication TypeJournal Article
Year of Publication2014
AuthorsKelly, H.
EditorsMcGreal, R., & Conrad D.
PublisherThe International Review of Research in Open and Distributed Learning
Volume15
Start Page27
Issue2
Pagination27-42
Date Published04/2014
ISSN1492-3831
KeywordsOpen Educational Resources, technology acceptance model
Abstract

Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.

URLhttp://www.irrodl.org/index.php/irrodl/article/view/1715
Rights

Creative Commons Attribution 4.0 International (CC BY 4.0)

Short TitleIRRODL
Original PublicationThe International Review of Research in Open and Distance Learning
Refereed DesignationRefereed
AttachmentSize
1715-14260-1-PB.pdf296.84 KB
Total votes: 219