Factors Influencing the Faculty’s Use of Open Educational Resources (OER)

Abstract

Open educational resources (OER) allow faculty members to retain, reuse, revise, remix, and redistribute high-quality educational resources at no cost. This study examined the influence of the utilization of open educational resources (OER) among the faculty. A total of ninety-three (93) faculty members, full-time and part-time, from different levels in a private school in Cagayan de Oro City, participated in the study. The concurrent nested mixed method was used with questions taken from the OER Research Hub. Descriptive statistics and multiple regressions were used to organize the data. Findings reveal that the participants' assessments of the use of open educational resources were generally high, specifically in terms of perceived ease of use and perceived usefulness. The extent of participants' use of open educational resources, considering self-efficacy on the use of OER, peer influence, and facilitating conditions, was likewise found to be high. The utilization of open educational resources by the faculty was rated high for videos, lectures, images, and website links. YouTube/YouTubeEdu/YouTube School, TED Talks/TED-Ed, Khan Academy, and Wikibooks. The participants' assessment of the use of OER and its characteristics significantly influenced their intention to use OER. From the qualitative responses, one (1) theme emerged: Advantages and drawbacks. This theme is categorized into enhanced instructional preparation, convenience, and negative issues. This study points to the need of conducting further empirical investigation on Open Educational Resources with the inclusion of learner’s needs as well as the perspective of the stakeholder.