Figure 1
Lecturers (Technical)
Figure 2
Lecturers (Comprehensive)
Figure 3
Students (Technical)
Figure 4
Students (Comprehensive)
Figure 5
Lecturer’s location of internet access
Figure 6
Student’s location of internet access
Figure 7
Devices used by students
Figure 8
Devices used by Lecturers
Figure 9
Internet connection technical students
Figure 10
Internet connection comprehensive students
Figure 11
Spectrum of processing of educational resources (ER) by the lecturers
Figure 12
Spectrum of processing of educational resources (ER) by the students
Figure 13
Sources from which lecturers would feel free to use ER for their teaching
Table 1
Lecturer’s activities undertaken when using educational resources created by others
| Use of ER: lecturer’s activities (top-5 in percentages) | |
|---|---|
| Change the content or add locally relevant information, examples and scenarios | 19% |
| Integrate the content with other content in order to develop a module or new unit | 19% |
| Transform the content by adding an interpretation, reflection or practice | 16% |
| Summarize the essential ideas | 16% |
| Combine the content with new media | 7% |
Table 2
Student’s activities undertaken when using educational resources from others - Technical
| Technical University | |
|---|---|
| Integrate the content with other content in order to develop a module or new unit | 19% |
| Transform the content by adding an interpretation, reflection or practice | 15% |
| Copy the content and use it unaltered | 13% |
| Change the content or add locally relevant information, examples and scenarios | 13% |
| Summarize the essential ideas | 12% |
Table 3
Student’s activities undertaken when using educational resources from others - Comprehensive
| Use of ER: student’s activities (top-5 in percentages) | Comprehensive University |
|---|---|
| Summarize the essential ideas | 20% |
| Change the content or add locally relevant information, examples and scenarios | 14% |
| Transform the content by adding an interpretation, reflection or practice | 13% |
| Integrate the content with other content in order to develop a module or new unit | 8% |
| Combine the content with new media | 8% |
Table 4
Potential motivators for the use and reuse of ER among lecturers and students
| Potential motivators for the use and reuse of ER (top-4) > from ‘very unimportant’ to ‘very important’ < (mean on a 5 point Likert scale) | Lecturers | Students |
|---|---|---|
| Bringing down costs for students | 5.2 | 4.8 |
| Helping other educators/students | 5.0 | 4.4 |
| Bringing down costs for course development for the institution | 5.0 | 4.2 |
| Knowing that other educators/students may use my materials, improves the quality of my materials | 4.7 | 4.0 |
Table 5
Potential barriers for the use and reuse of ER among lecturers and students
| Potential barriers for the use and reuse of ER (top-6) > from ‘not at all’ to ‘extremely’ < (mean on a 5 point Likert scale) | Lecturers | Students |
|---|---|---|
| Lack of access to the internet | 4.6 | 4.0 |
| Lack of time | 3.8 | 3.7 |
| Lack of training | 3.6 | 3.4 |
| Lack of hardware | 3.5 | 3.3 |
| Lack of software | 3.2 | 3.3 |
| I worry about the quality of OER | 3.0 | 3.2 |
Figure 14
Lecturer’s assignment of Licenses
Figure 15
Student’s assignment of Licenses
Table 6
Lecturer’s opinions on OER in their educational institution
| Lecturer’s opinions on OER in their educational institution (top-5)
> from ‘strongly disagree’ to ‘strongly agree’ (mean on a 5 point Likert scale) < | |
| Policies adopted by my institution support the use of OER | 4.0 |
| My institution has reliable infrastructure to store and preserve access to teaching and learning materials (OER) | 3.8 |
| The OER initiative in my institution provides equal access to educational materials to anyone | 3.6 |
| The OER initiative in my institution is able to sustain the maintenance through internal funding and/or external contributions | 3.0 |
| There are ways for handling and utilizing OER in my institution as the main or supplemental materials to support our courses | 3.0 |