A path analysis of educator perceptions of open educational resources using the technology acceptance model
Hope Kelly, University of Florida
IRRODL Volume 15, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
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.
Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using the technology acceptance model. The International Review of Research in Open and Distributed Learning, 15(2),. Athabasca University Press.
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Hong Lin, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1207–1215
Eugene Lim & Suyoun Kim, Seoul National University of Science & Technology, Korea (South)
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2100–2105
Christine Sabieh, Notre Dame University, Lebanon
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1654–1662
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