A path analysis of educator perceptions of open educational resources using the technology acceptance model

  • Hope Kelly University of Florida
Keywords: open educational resources, technology acceptance model

Abstract

Open educational resources (OER) are making their way into a variety of educational contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts of self-efficacy and outcome judgment from social cognitive learning theory serve as theoretical constructs to measure educator perceptions of OER. This study uses a path analysis, based on the technology acceptance model, to understand adoption of these resources by this audience with a particular emphasis on self-efficacy. Among the participants, three main groups were identified: K-12 educators, higher education professionals, and those involved in workplace training. A discriminant function analysis found that K-12 educators stood out as finding OER relevant to improving their practice. Recommendations are made in regards to an emphasis on easy to use designs to improve application self-efficacy of OER and instructional messaging for future K-12 educators.

Author Biography

Hope Kelly, University of Florida
Hope Kelly is a Doctoral Candidate in Educational Technology at the University of Florida (UF). She also coordinates an online Master of Science program in Agricultural Education and Communication in the College of Agriculture at UF.
Published
2014-04-01
How to Cite
Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using the technology acceptance model. The International Review of Research in Open and Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1715
Section
Research Articles