Figure 1
Collaborative approach to provincial/regional OER policy/guidelines development.
Adapted from Abeywardena et al. (2018). Licensed under CC-BY 4.0 International license.
Figure 2
Technology Acceptance Model.
Adapted from David et al. (1989).
Figure 3
Number of Participants per Ministerial Department.
Table 1
Participants’ Profile in terms of Gender, Age Range and Teaching Experience
| Participants in Terms of Sex | ||||
|---|---|---|---|---|
| Male | Female | Total | ||
| 193 (59.9%) | 129 (40.1%) | 322(100%) | ||
| Age Range | ||||
| 25–30 Years | 31-35Years | 36 - 40 Years | 41+ Years | |
| 5 (1.6%) | 12 (3.7%) | 35 (10.9%) | 270 (83.9%) | |
| Teaching experience | ||||
| 5-10years | 11-15years | 16 - 20years | 21-25years | 26+ Years |
| 28(8.7%) | 42(13.0%) | 96(29.8%) | 88(27.3%) | 68(21.1%) |
Table 2
Perceived Usefulness of OER
| Test items | SD | D | N | A | SA | N | Mean | STD |
|---|---|---|---|---|---|---|---|---|
| OER can accommodates diverse learners’ needs | 12 (3.7%) | 7 (2.2%) | 32 (9.9%) | 154 (47.8%) | 117 (36.3%) | 322 | 4.14 | 1.04 |
| OER can increase learners satisfaction with the learning experience | 9 (2.8%) | 13 (4.0%) | 33 (10.2%) | 157 (48.8%) | 110 (34.2%) | 322 | 4.22 | 1.05 |
| OER can increase learners’ engagement with lesson content | 13 (4.1%) | 4 (1.2%) | 45 (14.0%) | 176 (54.7%) | 84 (26.1%) | 322 | 4.17 | 1.08 |
| OER can increase learners’ participation in class discussions | 9 (2.8%) | 5 (1.6%) | 47 (14.6%) | 162 (50.3%) | 99 (30.7%) | 322 | 4.17 | .99 |
| OER can lead to improved learners’ grades | 11 (3.4%) | 8 (2.5%) | 46 (14.3%) | 134 (41.6%) | 122 (37.9%) | 322 | 4.26 | 1.11 |
| OER can develop learners’ independence and self-reliance | 8 (2.5%) | 16 (5.0%) | 49 (15.2%) | 136 (42.2%) | 113 (35.1%) | 322 | 4.14 | 1.07 |
| OER can increase collaboration and/or peer-support among learners | 8 (2.5%) | 11 (3.4%) | 62 (19.3%) | 160 (49.7%) | 81 (25.2%) | 322 | 3.99 | .97 |
| OER can increase learners’ enthusiasm for future study | 9 (2.8%) | 9 (2.8%) | 48 (14.9%) | 163 (50.6%) | 93 (28.9%) | 322 | 4.07 | .97 |
| OER can build learners’ confidence | 12 (3.7%) | 14 (4.3%) | 40 (12.4%) | 176 (54.7%) | 80 (24.8%) | 322 | 3.97 | .99 |
[i] Note: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)
Table 3
Perceived Ease of Use of OER
| Test items | SD | D | N | A | SA | N | Mean | STD |
|---|---|---|---|---|---|---|---|---|
| I have requisite ICT Skills to use OER | 27 (8.4%) | 122 (37.9%) | 90 (28.0%) | 32 (10.0%) | 51 (15.8%) | 322 | 3.58 | 1.36 |
| It is easy for me to search OER online | 21 (6.6%) | 131 (40.7%) | 60 (18.6%) | 33 (10.2%) | 77 (23.9%) | 322 | 3.88 | 2.08 |
| It is easy to evaluate the usefulness (value and quality) of OER | 23 (7.1%) | 128 (39.8%) | 92 (28.6%) | 30 (9.3%) | 49 (15.2%) | 322 | 3.71 | 1.36 |
| It is to adapt (remix ) different OER | 33 (10.2%) | 110 (34.2%) | 105 (32.6%) | 35 (10.9%) | 39 (12.1%) | 322 | 3.54 | 1.46 |
| I can interpret the different licenses of OER | 69 (21.4%) | 57 (17.7%) | 138 (42.9%) | 29 (9.0%) | 29 (9.1%) | 322 | 3.09 | 1.26 |
| It is easy to implement different Copyright licenses | 38 (11.8%) | 61 (18.9%) | 147 (45.7%) | 59 (18.3%) | 17 (5.3%) | 322 | 3.03 | 1.32 |
| It is easy to encourage teachers to use OER in their lessons | 22 (6.8%) | 53 (16.5%) | 30 (9.3%) | 105 (32.6%) | 112 (34.8%) | 322 | 3.28 | 1.16 |
[i] Note: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA).
Table 4
Attitudes towards OER
| Test items | SD | D | N | A | SA | N | Mean | STD |
|---|---|---|---|---|---|---|---|---|
| Sharing of educational resources improves my professional respect | 9 (2.8%) | 9 (2.8%) | 58 (18.0%) | 163 (50.6%) | 83 (25.3%) | 322 | 4.01 | .97 |
| It gives me pleasure if someone adopts/adapts my educational resources | 6 (1.8%) | 13 (4.0%) | 70 (21.7%) | 159 (49.4%) | 74 (23.0%) | 322 | 3.97 | .98 |
| Sharing helps me to get feedback | 7 (2.1%) | 3 (0.9%) | 84 (26.1%) | 160 (49.7%) | 68 (21.1%) | 322 | 3.96 | .95 |
| Sharing enhances my personal and organizational reputation | 11 (3.4%) | 7 (2.2%) | 82 (25.5%) | 143 (44.4%) | 79 (24.5%) | 322 | 4.00 | 1.08 |
| Sharing of educational resources increases my profile amongst peers and others | 13 (4.1%) | 11 (3.4%) | 69 (21.4%) | 161 (50.0%) | 68 (21.1%) | 322 | 3.97 | 1.10 |
| OER increases my network and sphere of influence | 12 (3.8%) | 11 (3.4%) | 90 (28.0%) | 148 (46.0%) | 61 (18.9%) | 322 | 3.85 | 1.08 |
| As a pedagogic supervisor, it is my responsibility to share all educational resources created by me | 7 (2.2%) | 8 (2.5%) | 50 (15.5%) | 125 (38.8%) | 132 (41.0%) | 322 | 4.18 | .96 |
[i] Note: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA).
Table 5
Behavioural Intention
| Test items | SD | D | N | A | SAç | N | Mean | STD |
|---|---|---|---|---|---|---|---|---|
| I intend to use OER to enhance my knowledge | 7 (2.8%) | 15 (4.7%) | 69 (21.4%) | 157 (48.8%) | 72 (22.4%) | 322 | 3.93 | 1.03 |
| I intend to sensitise teachers on the need to explore OER in teaching and learning | 7 (2.1%) | 7 (2.2%) | 49 (15.2%) | 162 (50.3%) | 97 (30.1%) | 322 | 4.11 | .93 |
| In intend to use OER to support teacher professional development | 9 (2.8%) | 15 (4.7%) | 63 (19.6%) | 163 (50.6%) | 72 (22.4%) | 322 | 3.97 | 1.05 |
| I intend to support the Ministry to implement OER policy | 10 (3.1%) | 12 (3.7%) | 74 (23.0%) | 147 (45.7%) | 79 (24.5%) | 322 | 4.02 | 1.12 |
[i] Note: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA).
Table 6
Perceived barriers to the adoption of OER
| Test items | SD | D | N | A | SA | N | Mean | STD |
|---|---|---|---|---|---|---|---|---|
| Difficulties finding relevant OER is barrier | 44 (13.7%) | 35 (10.9%) | 102 (31.7%) | 70 (21.7%) | 71 (22.0%) | 322 | 3.18 | 1.54 |
| No time to search for OER is barrier | 57 (17.7%) | 83 (25.8%) | 104 (32.3%) | 62 (19.3%) | 16 (5.0%) | 322 | 2.78 | 1.44 |
| No internet connection to access OER is a barrier | 65 (20.2%) | 34 (10.6.%) | 75 (17.1%) | 71 (22.5%) | 77 (23.9%) | 322 | 3.08 | 2.19 |
| lack of computer skills to search for OER is a barrier | 50 (15.5%) | 41 (12.8%) | 68 (21.1%) | 81 (25.2%) | 82 (25.5%) | 322 | 2.73 | 1.60 |
| lack of skills to adapt different OER is a barrier | 52 (16.1%) | 25 (7.8%) | 77 (23.9%) | 89 (27.6%) | 79 (24.5%) | 322 | 2.96 | 1.50 |
| Lack of skills to interpret the different OER licenses is barrier to me | 36 (11.2%) | 35 (10.9%) | 131 (40.7%) | 61 (18.9%) | 59 (18.3%) | 322 | 3.12 | 1.49 |
[i] Note: Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA).