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In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. Therefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. A cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors.","author":[{"@context":"https://schema.org","@type":"Person","name":"Aishath Shibana","url":"https://nie-sg.academia.edu/aishathshibana"}],"contributor":[],"dateCreated":"2019-07-29","dateModified":"2019-07-29","headline":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES","image":"https://attachments.academia-assets.com/60145481/thumbnails/1.jpg","inLanguage":"en","keywords":["Educational Technology"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"nie-sg"}],"thumbnailUrl":"https://attachments.academia-assets.com/60145481/thumbnails/1.jpg","url":"https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES"}</script><style 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false; window.loswp.work = {"work":{"id":39957217,"created_at":"2019-07-29T00:18:07.423-07:00","from_world_paper_id":null,"updated_at":"2021-01-16T21:54:07.391-08:00","_data":{"abstract":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES \nAISHATH SHIBANA \nApril 2013 \nABSTRACT \n \nThe main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. \nTherefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. \nA cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors. \n"},"document_type":"draft","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES","broadcastable":true,"draft":true,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [114816248]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":60145481,"attachmentType":"pdf"}"><img alt="First page of “THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/60145481/mini_magick20190729-29922-17dicby.png?1564384760" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="114816248" href="https://nie-sg.academia.edu/aishathshibana"><img alt="Profile image of Aishath Shibana" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/114816248/29566900/27503459/s65_aishath.shibana.jpg" />Aishath Shibana</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">90 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 39957217; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">THE PREDICTORS FOR THE SUCCESFUL ADAPTATION OF OPEN EDUCATIONAL RESOURCES IN MALDIVES AISHATH SHIBANA April 2013 ABSTRACT The main aim of integrating technology in education should be to provide a cost effective access to high quality education experiences to the learners. In Maldives, the schools are investing a lot of money on technology. However, it has less impact on teaching and learning as it takes lot of time for the teachers to develop learning materials. Therefore it is important to identify ways of using existing Open Educational Resources (OER) by adapting, them rather than producing it from scratch. Therefore, the objectives were to identify the successful factors for the adaptation of OER in Maldives, by analyzing teacher’s perception of usefulness, ease of use and attitude towards OER that shows their behavioural intention to adapt OER in Maldives. A cross- sectional study design was employed in this study. The population comprises of five schools which has reached at least basic level from an analysis done on technology penetration. A web-based survey was used to collect data. Two key factors, perceived usefulness and perceived ease of use were taken as factors which have direct influence in adaptation of OER in Maldives. At the same time two factors, attitude towards use of OER and behavioural intention to use OER are taken as two factors which have direct impact on perceived usefulness and perceived ease of use to adapt OER in Maldives. All the relationships tested were significant and positive with substantial to very strong relationship between all the four factors. </p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":60145481,"attachmentType":"pdf","workUrl":"https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":60145481,"attachmentType":"pdf","workUrl":"https://www.academia.edu/39957217/THE_PREDICTORS_FOR_THE_SUCCESFUL_ADAPTATION_OF_OPEN_EDUCATIONAL_RESOURCES_IN_MALDIVES"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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The investigation was directed by four research questions and a hypothesis. A descriptive survey was used by the researchers. A total of 1000 students from Al Kabir Polytechnic were included in the study. The sample size, which is 300 students, represents 30% of the overall population. The study's sample size was determined using the Taro Yamane sample size formula. For data gathering, a questionnaire was used. Educational technology professionals helped to validate the questionnaire. Cronbach Alpha was used to determine the instrument's reliability, and the result was 0.98. The mean and standard deviation were calculated using Statistical Product and Service Solutions (SPSS) version 23, and Pearson's product-moment correlation coe cient was used to test the hypothesis at 0.05 signi cant levels. The students had a high level of awareness and the use of OER. Students had a high level of usage of OER, according to the survey. It was also shown that a lack of digital literacy abilities was the most signi cant barrier to effective OER use. Finally, the hypothesis test reveals that there is a substantial link between student awareness and the use of OER. The positive link implied that students' awareness of OER had a favorable impact on their use in the study. The researchers proposed that the school administration and library management provide training on digital literacy skills for students to effectively use these resources based on the ndings. Again, librarians and lecturers should continue to promote OER use among students to sustain its use.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Usability of Open Educational Resources among Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study","attachmentId":107430344,"attachmentType":"pdf","work_url":"https://www.academia.edu/109248097/Usability_of_Open_Educational_Resources_among_Students_of_Al_Kabir_Polytechnic_Jamshedpur_India_A_Case_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109248097/Usability_of_Open_Educational_Resources_among_Students_of_Al_Kabir_Polytechnic_Jamshedpur_India_A_Case_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="102980761" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/102980761/Usability_of_Open_Educational_Resources_Platforms_among_Students_of_Al_Kabir_Polytechnic_Jamshedpur_India_A_Case_Study">Usability of Open Educational Resources Platforms among Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="194507451" href="https://uafricatoruorua.academia.edu/kolawoleogunbodede">kolawole ogunbodede</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Asian Journal of Information Science and Technology</p><p class="ds-related-work--abstract ds2-5-body-sm">The usability of open educational resources (OER) among students from Al Kabir Polytechnic in India was examined in the study. 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The researchers proposed that the institution’s library and school admin...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Usability of Open Educational Resources Platforms among Students of Al Kabir Polytechnic, Jamshedpur, India: A Case Study","attachmentId":103108949,"attachmentType":"pdf","work_url":"https://www.academia.edu/102980761/Usability_of_Open_Educational_Resources_Platforms_among_Students_of_Al_Kabir_Polytechnic_Jamshedpur_India_A_Case_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/102980761/Usability_of_Open_Educational_Resources_Platforms_among_Students_of_Al_Kabir_Polytechnic_Jamshedpur_India_A_Case_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="6374850" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/6374850/Challenges_and_Instructors_Intention_to_Adopt_and_Use_Open_Educational_Resources_in_Higher_Education_in_Tanzania">Challenges and Instructors’ Intention to Adopt and Use Open Educational Resources in Higher Education in Tanzania</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="913591" href="https://udsm.academia.edu/mtebe">Prof. Joel S Mtebe</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Higher education in Tanzania like in many other Sub-Saharan countries suffers from unavailability of quality teaching and learning resources due to lack of tradition, competence, and experience to develop such resources. Nevertheless, there are thousands of open educational resources (OER) freely available in the public domain that can potentially improve the quality of existing resources or help to develop new courses. The uptake and reuse of these resources in higher learning institutions (HLIs) in Tanzania has been very low. The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors’ intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. A sample of 104 instructors selected randomly from five HLIs was collected and tested against the research model using regression analysis. The study found effort expectancy had significant positive effect on instructors’ intention to use OER while performance expectancy, facilitating conditions, and social influence did not have significant effect. Challenges that were found to hinder instructors to adopt and use OER are discussed. The findings of this study will help those who are involved in OER implementation to find strategies that will maximize OER adoption and usage in higher education in Tanzania.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Challenges and Instructors’ Intention to Adopt and Use Open Educational Resources in Higher Education in Tanzania","attachmentId":33599104,"attachmentType":"pdf","work_url":"https://www.academia.edu/6374850/Challenges_and_Instructors_Intention_to_Adopt_and_Use_Open_Educational_Resources_in_Higher_Education_in_Tanzania","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/6374850/Challenges_and_Instructors_Intention_to_Adopt_and_Use_Open_Educational_Resources_in_Higher_Education_in_Tanzania"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="72225514" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72225514/A_Path_Analysis_of_Educator_Perceptions_of_Open_Educational_Resources_Using_the_Technology_Acceptance_Model">A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="17248784" href="https://florida.academia.edu/HopeKelly">Hope Kelly</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">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...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model","attachmentId":81238160,"attachmentType":"pdf","work_url":"https://www.academia.edu/72225514/A_Path_Analysis_of_Educator_Perceptions_of_Open_Educational_Resources_Using_the_Technology_Acceptance_Model","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72225514/A_Path_Analysis_of_Educator_Perceptions_of_Open_Educational_Resources_Using_the_Technology_Acceptance_Model"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="44477761" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44477761/Open_University_Staff_and_Students_Attitude_towards_Uses_Development_and_Barrier_to_Open_Educational_Resources_OER">Open University Staff and Students" Attitude towards Uses, Development and Barrier to Open Educational Resources (OER</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10921252" href="https://independent.academia.edu/AminuKazeemIbrahim">Aminu Kazeem Ibrahim</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Educational Foundations and Development. Vol. 08, November 2018. ISSN 2476-8375, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">The continuous search for cost effective and almost low or no price fees course materials by staff and students to better their learning and research activities has been an issue for sometimes now. Therefore, Ex-post facto descriptive survey was used to study attitudes towards uses, development and barrier to open educational resources. The sample consisted of 384 samples 37 Study Centres of an Open University in Nigeria. Staff and Student Attitudes, Uses, Development and Barrier towards Open Educational Resources (SSAUDBOER) scale was used for data collection. The scale was validated with content and face validity, principal components analysis with varimax rotation while its reliability was established with the use of item analysis. Cronbach Coefficient Alpha value of 0.69 and 0.73 were obtained. t-test statistic (for independent samples) at P≤ 0.05 was used to analyse the collected data. The results revealed no significant difference in attitudes of the samples toward uses of OERs with staff mean scores of 46.74 and mean score of student was 44.42. The two mean scores generated a calculated "t" value of 0.632 (0.632<1.960); a significant difference in skills for OERs development between staff and students, staff had a mean score of 67.72 and students with mean of score of 46.53. The two mean scores generated a calculated "t" value of 24.62 (24.62>1.960); and significant difference on barriers towards uses and development of OER between staff and students, staff had mean score of 67.72 and students with mean score of 44.87. The two mean scores generated a calculated "t" value of 37.95 (37.95>1.960). Among the study recommendations is that skills for converting valuable teaching-learning and research resources by the samples; Open University of Nigeria, Commonwealth of Learning and UNESCO needs to adapt strategies by strengthening synergy on regular skill trainings and retraining for students and staff, and particularly for students toward promoting and developing OER.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Open University Staff and Students\" Attitude towards Uses, Development and Barrier to Open Educational Resources (OER","attachmentId":64907990,"attachmentType":"pdf","work_url":"https://www.academia.edu/44477761/Open_University_Staff_and_Students_Attitude_towards_Uses_Development_and_Barrier_to_Open_Educational_Resources_OER","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44477761/Open_University_Staff_and_Students_Attitude_towards_Uses_Development_and_Barrier_to_Open_Educational_Resources_OER"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="88570715" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/88570715/Using_the_Unified_Theory_of_Acceptance_and_Use_of_Technology_to_Investigate_the_Adoption_of_Open_Educational_Resources_by_Faculty_Members">Using the Unified Theory of Acceptance and Use of Technology to Investigate the Adoption of Open Educational Resources by Faculty Members</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="46798068" href="https://independent.academia.edu/LassaadSmirani">Lassaad Smirani</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Information Technology</p><p class="ds-related-work--abstract ds2-5-body-sm">One of the most important factors for the success of future education policies is the willingness of faculty members to engage in Open Educational Resources (OER) programs. An online survey distributed on 25 Saudi universities and 1969 received responses were investigated by SPSS 27. According to the Unified Theory of Acceptance and Use of Technology (UTAUT), an adapted model was used to analyze the social standing of OER adoption in Saudi universities. The main findings are: Performance expectancy and Expected effort had a positive impact on the intentions to use OER, but Social influence doesn't influence the intention to use OER positively, and Facilitating conditions have no impact on increasing the chance of using OER. Furthermore, there is a global faculty member agreement that OER are extremely beneficial for teaching and research tasks. The study shows that faculties had to financially encourage faculty members to use and adopt OER, and had to spread the cooperative culture within departments in order to ensure the sustainability of OER adoption. Additionally, faculty members state that there are a few challenges such as understanding creative commons licenses and being familiar with the rights of OER users. The findings of this study could be a valuable resource for decision-makers coming up with solutions to improve the better sustainability of OER adoption.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using the Unified Theory of Acceptance and Use of Technology to Investigate the Adoption of Open Educational Resources by Faculty Members","attachmentId":92519552,"attachmentType":"pdf","work_url":"https://www.academia.edu/88570715/Using_the_Unified_Theory_of_Acceptance_and_Use_of_Technology_to_Investigate_the_Adoption_of_Open_Educational_Resources_by_Faculty_Members","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/88570715/Using_the_Unified_Theory_of_Acceptance_and_Use_of_Technology_to_Investigate_the_Adoption_of_Open_Educational_Resources_by_Faculty_Members"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="8730379" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/8730379/Technology_Usage_for_Education_Comparative_Analysis_Between_Open_and_Distance_Learning_and_Regular_Students">Technology Usage for Education: Comparative Analysis Between Open and Distance Learning and Regular Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8746581" href="https://unversitycentralpunjablahore.academia.edu/fahadanis">Dr. Fahad Anis</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Education is the backbone for the development of society. With the advent of technology, it is becoming necessary and being used for the advancement of society. Technology is being used for education as being used in other important fields of life. Usage of technology for education can play a big part in bringing improvement in education. For this purpose, this research aims to explore the usage and effects of technology for education. While using the survey method, a questionnaire was constructed for data collection. The sample of the study consists of graduate and postgraduate students from both ODL and regular universities and the sample size would be of 300 respondents (150 from each type of university) who were selected by using simple random sampling. The present study concluded that technology is widely used by both regular and ODL students. This study further concluded that ODL students are more dependent on technology as compared to regular students. Keywords: technology, E-learning, open and distance learning (ODL), effective, regular students</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Technology Usage for Education: Comparative Analysis Between Open and Distance Learning and Regular Students","attachmentId":35080472,"attachmentType":"pdf","work_url":"https://www.academia.edu/8730379/Technology_Usage_for_Education_Comparative_Analysis_Between_Open_and_Distance_Learning_and_Regular_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/8730379/Technology_Usage_for_Education_Comparative_Analysis_Between_Open_and_Distance_Learning_and_Regular_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="13314000" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13314000/EDULEARN_Paper_on_THE_IMPACT_OF_INDIVIDUAL_AND_ORGANIZATIONAL_FACTORS_ON_THE_USE_OF_OPEN_EDUCATIONAL_RESOURCES">EDULEARN Paper on THE IMPACT OF INDIVIDUAL AND ORGANIZATIONAL FACTORS ON THE USE OF OPEN EDUCATIONAL RESOURCES</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32561240" href="https://noun.academia.edu/OwolabiBasiru">Owolabi Basiru</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EDULEARN Paper on THE IMPACT OF INDIVIDUAL AND ORGANIZATIONAL FACTORS ON THE USE OF OPEN EDUCATIONAL RESOURCES","attachmentId":38012737,"attachmentType":"doc","work_url":"https://www.academia.edu/13314000/EDULEARN_Paper_on_THE_IMPACT_OF_INDIVIDUAL_AND_ORGANIZATIONAL_FACTORS_ON_THE_USE_OF_OPEN_EDUCATIONAL_RESOURCES","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13314000/EDULEARN_Paper_on_THE_IMPACT_OF_INDIVIDUAL_AND_ORGANIZATIONAL_FACTORS_ON_THE_USE_OF_OPEN_EDUCATIONAL_RESOURCES"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="62844253" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/62844253/EDUCATORS_CHALLENGES_AND_BEHAVIOURIAL_INTENTION_TO_ADOPT_OPEN_EDUCATIONAL_RESOURCES_THE_CASE_OF_AFRICA_UNIVERSITY_ZIMBABWE">EDUCATORS’ CHALLENGES AND BEHAVIOURIAL INTENTION TO ADOPT OPEN EDUCATIONAL RESOURCES: THE CASE OF AFRICA UNIVERSITY, ZIMBABWE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="123601006" href="https://africau.academia.edu/AgripahKandiero">Agripah Kandiero</a></div><p class="ds-related-work--metadata ds2-5-body-xs">University of Cape Town , 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">A review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to use. However, these free, openly licensed and high quality educational resources appear to remain largely unused by Africa University academics in the educationally resource-impoverished Zimbabwe. The objectives of this research study are to explore the challenges and enablers experienced by Africa University educators who may potentially adopt OER, and ascertain barriers preventing them from adopting OER in mainstream teaching. The sample consists of 45 full time educators from Africa University. Data was gathered by means of a survey questionnaire administered by the researcher. A modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003) was used. The UTAUT model was created from a fusion of eight diffusion of innovation models, and this gave it conceptual superiority over other candidate models. Key findings indicate that the extent to which educators believe that using OER will help them to enhance their teaching performance (Performance Expectancy),the extent of perceived easiness associated with finding, customising, and using OER (Effort Expectancy) and the extent to which educators perceive how important the opinion of their peer educators if they adopt OER or not (Social Influence)have a statistically significant positive influence on the educators’ Behavioural Intention to adopt and use OER. The extent to which an individual is satisfied with the institutional framework, policies and technical infrastructure to support the use of the innovation (Facilitating Conditions) did not yield a statistically significant influence on the Behavioural Intention and this was interpreted to mean Africa University educators are satisfied with the current resources and infrastructure in place. However educators felt Institutional Support in the form of institutional OER supportive policies, official OER project enactment, and OER related incentives needed attention. Also, significant differences were found in the barriers which potential users of OER identified as either limiting to potential use of OER, or negatively affecting their intention to use OER. These barriers include open licensing knowledge; institutional support; follow up training sessions; relevance, reliability and adaptability of OER. Addressing these factors could lead to a more widespread adoption of OER, at Africa University and help address the prevalent educational resource challenge.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EDUCATORS’ CHALLENGES AND BEHAVIOURIAL INTENTION TO ADOPT OPEN EDUCATIONAL RESOURCES: THE CASE OF AFRICA UNIVERSITY, ZIMBABWE","attachmentId":75480944,"attachmentType":"pdf","work_url":"https://www.academia.edu/62844253/EDUCATORS_CHALLENGES_AND_BEHAVIOURIAL_INTENTION_TO_ADOPT_OPEN_EDUCATIONAL_RESOURCES_THE_CASE_OF_AFRICA_UNIVERSITY_ZIMBABWE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/62844253/EDUCATORS_CHALLENGES_AND_BEHAVIOURIAL_INTENTION_TO_ADOPT_OPEN_EDUCATIONAL_RESOURCES_THE_CASE_OF_AFRICA_UNIVERSITY_ZIMBABWE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="2844703" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2844703/Barriers_to_adopting_technology_for_teaching_and_learning_in_Oman">Barriers to adopting technology for teaching and learning in Oman</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="176711" href="https://unt.academia.edu/lin">Lin Lin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009</p><p class="ds-related-work--abstract ds2-5-body-sm">This study investigates the perceived barriers to adopting information and communication technologies (ICT) in Omani higher education. One hundred faculty members from four different departments at the College of Applied Sciences in Oman participated in the study. The participants took a survey, which was developed based on the Western literature. Five factors were extracted from the survey: lack of equipment, lack of institutional support, disbelief of ICT benefits, lack of confidence, and lack of time.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Barriers to adopting technology for teaching and learning in Oman","attachmentId":30787135,"attachmentType":"pdf","work_url":"https://www.academia.edu/2844703/Barriers_to_adopting_technology_for_teaching_and_learning_in_Oman","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2844703/Barriers_to_adopting_technology_for_teaching_and_learning_in_Oman"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":60145481,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":60145481,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_60145481" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="67851148" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67851148/Awareness_and_use_of_Open_Educational_Resources_by_Academic_Staff_of_Federal_College_of_Education_Technical_Asaba_Delta_State_Nigeria">Awareness and use of Open Educational Resources by Academic Staff of Federal College of Education Technical Asaba, Delta State, Nigeria</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="194507451" 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href="https://www.academia.edu/67851148/Awareness_and_use_of_Open_Educational_Resources_by_Academic_Staff_of_Federal_College_of_Education_Technical_Asaba_Delta_State_Nigeria"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="81465535" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/81465535/LEARNERS_ATTITUDE_TOWARDS_THE_USE_OF_INFORMATION_AND_COMMUNICATION_TECHNOLOGY_ICT_AS_A_MODE_OF_INSTRUCTION_IN_OPEN_AND_CONVENTIONAL_UNIVERSITIES">LEARNERS' ATTITUDE TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS A MODE OF INSTRUCTION IN OPEN AND CONVENTIONAL UNIVERSITIES</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8580228" href="https://futminna.academia.edu/GambariAmosaIsiaka">Prof. Amosa I S I A K A GAMBARI</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Science, Technology, Mathematics and Education (JOSTMED), 2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LEARNERS' ATTITUDE TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS A MODE OF INSTRUCTION IN OPEN AND CONVENTIONAL UNIVERSITIES","attachmentId":87499345,"attachmentType":"pdf","work_url":"https://www.academia.edu/81465535/LEARNERS_ATTITUDE_TOWARDS_THE_USE_OF_INFORMATION_AND_COMMUNICATION_TECHNOLOGY_ICT_AS_A_MODE_OF_INSTRUCTION_IN_OPEN_AND_CONVENTIONAL_UNIVERSITIES","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" 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about Availability and Accessibility of Information and Communication Technology (ICT) at Tertiary Level - Mahek Arshad, Nadia Nazir</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="50254405" href="https://independent.academia.edu/EDITORIJIRMF">Editor IJIRMF</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teacher’s perception about Availability and Accessibility of Information and Communication Technology (ICT) at Tertiary Level - Mahek Arshad, Nadia Nazir","attachmentId":49231687,"attachmentType":"pdf","work_url":"https://www.academia.edu/28811891/Teacher_s_perception_about_Availability_and_Accessibility_of_Information_and_Communication_Technology_ICT_at_Tertiary_Level_Mahek_Arshad_Nadia_Nazir","alternativeTracking":true}"><span 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