Figure 1a
Digital proficiency rural-based students
Figure 1b
Digital proficiency urban-based students
Figure 2a
Digital proficiency rural-based lecturers
Figure 2b
Digital proficiency urban-based lecturers
Figure 3a
Student’s location of internet access
Figure 3b
Lecturer’s location of internet access
Figure 4a
Devices used by students
Figure 4b
Devices used by lecturers
Figure 5a
Internet connection rural-based students
Figure 5b
Internet connection urban-based students
Figure 6a
Internet connection rural-based lecturers
Figure 6b
Internet connection urban-based lecturers
Figure 7a
Spectrum of processing of educational resources (ER) by the lecturers
Figure 7b
Spectrum of processing of educational resources (ER) by the students
Figure 8
Sources from which lecturers would feel free to use ER for their teaching
Table 1
Lecturer’s activities undertaken when using educational resources from others
| USE of ER: lecturer’s activities (top-5 in percentages) | |
|---|---|
| Summarize the essential ideas | 16 |
| Integrate the content with other content in order to develop a module or new unit | 13 |
| Change the content or add locally relevant information, examples and scenarios | 13 |
| Transform the content by adding an interpretation, reflection or practice | 12 |
| Copy the content and use it unaltered | 9 |
Table 2
Student’s activities undertaken when using educational resources from others
| USE of ER: student’s activities (top-5 in percentages) | ||
|---|---|---|
| Rural | Urban | |
| Summarize the essential ideas | — | 17 |
| Transform the content by adding an interpretation, reflection or practice | 27 | 14 |
| Change the content or add locally relevant information, examples and scenarios | 24 | 12 |
| Copy the content and use it unaltered | 11 | — |
| Convert the content from one form to another | 10 | — |
| Implement changes to update the resource | — | 12 |
| Integrate the content with other content in order to develop a module or new unit | 9 | 11 |
Figure 9a
Lecturer’s assignment of licenses to use materials they have processed
Figure 9b
Student’s assignment of licenses to use materials they have processed
Table 3
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’ < (average on a 5 pt. Likert scale) | Lecturers | Students |
|---|---|---|
| Bringing down costs for students | 4.7 | 4.4 |
| Helping other educators/students | 4.6 | 4.4 |
| Bringing down costs for course development for the institution | 4.6 | 4.2 |
| Knowing that other educators/students may use my materials, improves the quality of my materials | 4.6 | 4.2 |
Table 4
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’ < (average on a 5 pt. Likert scale) | Lecturers | Students |
|---|---|---|
| Lack of access to the internet | 3.6 | 3.7 |
| Lack of time | 3.6 | 3.4 |
| Lack of training | 3.6 | 3.4 |
| Lack of hardware | 3.5 | 3.4 |
| Lack of software | 3.3 | 3.4 |
| I worry about the quality of OER | 3.3 | 3.4 |
Table 5
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’ (average on a 5 pt. Likert scale) < | |
|---|---|
| Policies adopted by my institution support the use of OER | 3.6 |
| My institution has reliable infrastructure to store and preserve access to teaching and learning materials (OER) | 3.6 |
| 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 | 3.4 |
| There are ways for handling and utilizing OER in my institution as the main or supplemental materials to support our courses | 3.4 |
Figure 10a
Lecturer’s intention to use OER
Figure 10b
Student’s intention to use OER