Incentives and Disincentives for the Use of OpenCourseWare

This article examines Utah residents’ views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: rela...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Anne M. Arendt, Brett E. Shelton
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	OpenCourseWare open educational resources Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b5d5ab0fa62b4de3b38474822c9c3345
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b5d5ab0fa62b4de3b38474822c9c3345
record_format	dspace
spelling	oai:doaj.org-article:b5d5ab0fa62b4de3b38474822c9c33452021-12-02T18:03:18ZIncentives and Disincentives for the Use of OpenCourseWare10.19173/irrodl.v10i5.7461492-3831https://doaj.org/article/b5d5ab0fa62b4de3b38474822c9c33452009-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/746https://doaj.org/toc/1492-3831This article examines Utah residents’ views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 random individuals between 18 and 64 years of age throughout Utah. Results indicated that the greatest incentives for OCW use were the following: (a) no cost for materials, (b) resources available at any time, (c) pursuing in depth a topic that interests me, (d) learning for personal knowledge or enjoyment, and (e) materials in an OCW are fairly easy to access and find. The greatest disincentives for OCW use were the following: a) no certificate or degree awarded, (b) does not cover my topic of interest in the depth I desire, (c) a lack of professional support provided by subject tutors or experts, (d) a lack of guidance provided by support specialists, and (e) the feeling that the material is overwhelming. The authors recommend that institutions work to transition some OCW users into degree-granting paid programs as well as adopt a marketing campaign to increase awareness of OCW. Additionally, OCW websites should make their content available to recommendation engines such as ccLearn DiscoverEd, OCW Finder, or OER Recommender and should reciprocally link to one or more of these sites.Anne M. ArendtBrett E. SheltonAthabasca University PressarticleOpenCourseWareopen educational resourcesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 5 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	OpenCourseWare open educational resources Special aspects of education LC8-6691
spellingShingle	OpenCourseWare open educational resources Special aspects of education LC8-6691 Anne M. Arendt Brett E. Shelton Incentives and Disincentives for the Use of OpenCourseWare
description	This article examines Utah residents’ views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 random individuals between 18 and 64 years of age throughout Utah. Results indicated that the greatest incentives for OCW use were the following: (a) no cost for materials, (b) resources available at any time, (c) pursuing in depth a topic that interests me, (d) learning for personal knowledge or enjoyment, and (e) materials in an OCW are fairly easy to access and find. The greatest disincentives for OCW use were the following: a) no certificate or degree awarded, (b) does not cover my topic of interest in the depth I desire, (c) a lack of professional support provided by subject tutors or experts, (d) a lack of guidance provided by support specialists, and (e) the feeling that the material is overwhelming. The authors recommend that institutions work to transition some OCW users into degree-granting paid programs as well as adopt a marketing campaign to increase awareness of OCW. Additionally, OCW websites should make their content available to recommendation engines such as ccLearn DiscoverEd, OCW Finder, or OER Recommender and should reciprocally link to one or more of these sites.
format	article
author	Anne M. Arendt Brett E. Shelton
author_facet	Anne M. Arendt Brett E. Shelton
author_sort	Anne M. Arendt
title	Incentives and Disincentives for the Use of OpenCourseWare
title_short	Incentives and Disincentives for the Use of OpenCourseWare
title_full	Incentives and Disincentives for the Use of OpenCourseWare
title_fullStr	Incentives and Disincentives for the Use of OpenCourseWare
title_full_unstemmed	Incentives and Disincentives for the Use of OpenCourseWare
title_sort	incentives and disincentives for the use of opencourseware
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/b5d5ab0fa62b4de3b38474822c9c3345
work_keys_str_mv	AT annemarendt incentivesanddisincentivesfortheuseofopencourseware AT bretteshelton incentivesanddisincentivesfortheuseofopencourseware
_version_	1718378773453209600

Incentives and Disincentives for the Use of OpenCourseWare

Ejemplares similares