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

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 judgme...

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Autor principal:	Hope Kelly
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	open educational resources technology acceptance model Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/99b6695234b14e1bb66b9f4dbb5543a5
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spelling	oai:doaj.org-article:99b6695234b14e1bb66b9f4dbb5543a52021-12-02T18:03:24ZA path analysis of educator perceptions of open educational resources using the technology acceptance model10.19173/irrodl.v15i2.17151492-3831https://doaj.org/article/99b6695234b14e1bb66b9f4dbb5543a52014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1715https://doaj.org/toc/1492-3831 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. Hope KellyAthabasca University Pressarticleopen educational resourcestechnology acceptance modelSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources technology acceptance model Special aspects of education LC8-6691
spellingShingle	open educational resources technology acceptance model Special aspects of education LC8-6691 Hope Kelly A path analysis of educator perceptions of open educational resources using the technology acceptance model
description	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.
format	article
author	Hope Kelly
author_facet	Hope Kelly
author_sort	Hope Kelly
title	A path analysis of educator perceptions of open educational resources using the technology acceptance model
title_short	A path analysis of educator perceptions of open educational resources using the technology acceptance model
title_full	A path analysis of educator perceptions of open educational resources using the technology acceptance model
title_fullStr	A path analysis of educator perceptions of open educational resources using the technology acceptance model
title_full_unstemmed	A path analysis of educator perceptions of open educational resources using the technology acceptance model
title_sort	path analysis of educator perceptions of open educational resources using the technology acceptance model
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/99b6695234b14e1bb66b9f4dbb5543a5
work_keys_str_mv	AT hopekelly apathanalysisofeducatorperceptionsofopeneducationalresourcesusingthetechnologyacceptancemodel AT hopekelly pathanalysisofeducatorperceptionsofopeneducationalresourcesusingthetechnologyacceptancemodel
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A path analysis of educator perceptions of open educational resources using the technology acceptance model

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