Figure 1
Flowchart presenting the process of selecting the articles.
Table 1
Summary of studies included in the review.
| AUTHOR, YEAR AND COUNTRY | SAMPLE | INSTRUMENT | DIMENSIONS | ITEMS | RELIABILITY | VALIDITY |
|---|---|---|---|---|---|---|
| Jaggars, Folk & Mullins 2018 EUA | 611 undergraduate students | Students’ perceptions of open and affordable course materials. | Quality, integration, and expertise. | 21 | Cronbach Alpha (α = .21–.89) | Construct |
| Brasley 2018 EUA | 16 expert teachers | Perceptions of Open Educational Resources (OER). | Importance and likelihood of implementing OER. | 35 | N/A | Content |
| Osang 2019 Nigeria | NM | Determining Task Technology Fit (TTF). Impact on faculty usage, satisfaction, and performance. | Use, satisfaction, Task Technology Fit, and performance. | 29 | Composite reliability (α = .21–.89) | Construct, convergent and discriminant |
| Sarango-Lapoet al. 2020 Ecuador | 271 university professors | Digital Competence and Use of Open Educational Resources (CD- REA). | Competence in search, competence in selection, evaluation of information, competence in storage and retrieval, competence in the communication and dissemination of information, competence in the use of OER. | 16 | Cronbach Alpha (α = .78–.89) | Construct |
| Tipton 2020 EUA | 392 university professors | Attitude Towards Open Educational Resources (ATOER). | Attitudes, subjective norms, perceived behavior, control. | 16 | Cronbach Alpha (α = .75–.85) | Construct and content |
| Alkhasawneh 2020 Arabia | 256 professors and research assistants | Perception of academic staff toward barriers, incentives and benefits of the Open. | Barriers, incentives, and benefits. | 36 | Cronbach Alpha (α = .85) | N/M |
| Canchola et al. 2021 Colombia | 123 university professors | Attitudinal Scale of Open Educational Practices (ASOEP). | Conceptual domain of OER, procedural management of OER, practices of use of OER. | 20 | Cronbach Alpha (α = .83–.88) | Construct and content |
| Asghar 2021 Pakistan | 376 preservice teachers | Preservice teachers’ behaviour towards the use of Open Educational Resources. | Attitude (ATT), perceived behavioral control (SEF), culture at a personal level (CPE), culture at a professional level (CPR), culture at the organizational level (COR), intentions to use OER (INT), actual use behavior of OER (USE)… | 25 | Cronbach Alpha and Composite Reliability (α = .61–.80, CR = .80–.87) | Construct, convergent and discriminant |
| Ramírez-Montoya & Tenorio-Sepulveda 2021 Mexico | 16 researchers | e-Open instrument. | Capacity building, development of support policies, promotion of effective, inclusive, and equitable access, creation of sustainability models, promotion of international cooperation. | 36 items | NA | Content |
| Sandanayake, Karunanayaka & Madurapperuma 2021 Sri Lanka | 102 undergraduate students | OER-integrated online courses. | Information design aspects, instruction design aspects, interface design aspects, and interaction design aspects. | 47 | Cronbach Alpha (α = .75–.83) | Construct, convergent and discriminant |
| Pozón-Lopez et al. 2021 Spain | 210 students, professors, and researchers | User satisfaction and intention to use Massive Open Online Courses (MOOCs). | Perceived ease of use, perceived usefulness, emotions, the vividness of content, perceived interactivity, controlled motivation, autonomous motivation, perceived entertainment, perceived course quality, perceived satisfaction, and use intention. | 44 | Cronbach Alpha and Composite Reliability (α = .77–.93, CR = .78-94) | Construct and discriminant |
| Redcay, Pfannenstiel & Albert 2022 EUA | 1142 undergraduate students | Zero Textbook Satisfaction Scale (ZSS). | Satisfaction. | 11 | Cronbach Alpha (α = . 94) | Construct |
| Yi & Tan2022 China | 380 students and professor | Student satisfaction with MOOC. | Satisfaction and quality | 16 | Cronbach Alpha (α = .91–.95) | Construct |
| Tang & Bao 2023 EUA | 512 professors | College instructors’ value belief about using OER. | Customizing classroom materials, supporting professional development, and engaging students. | 17 | Cronbach Alpha (α = .76- .82) | Construct |
| Zawacki-Richter, Müskens & Marín 2022 Germany | NM | Quality assessment of OER. | Content/academic foundation, content/target group orientation, content/reusability of content, instructional design/alignment, instructional design/collaboration and interaction, instructional design/applicability, instructional design/student support, instructional design/assessment, accessibility/CC-license, accessibility/accessibility for students with disabilities, accessibility/reliability and compatibility, accessibility/technical reusability, usability/structure, navigation and orientation, usability/design and readability, and usability/interactivity. | NM | NM | NM |
| Tlili 2022 Spain | 57 professors | Personality on educator attitudes toward open educational resources. | Openness, conscientiousness, extraversion, agreeableness, neuroticism, attitudes towards OER, intention to use OER. | NM | Cronbach Alpha (α = .73–.85) | NM |