Determinants Of Open Educational Resources Adoption Among Faculty Of Higher Educational Institutions In Ghana

Abstract

ABSTRACT Open Educational Resources are (OERs) are teaching and learning materials which are in the public domain or made freely available by means of open licenses for learners, teachers and researchers. In today’s technological age, OERs have come to play a major role in higher educational institutions. There are a number of OER initiatives in higher educational institutions in Ghana. However, there is no study to determine the status of OER adoption and use by faculty in Ghana. The problem being investigated by this study is: What factors influence faculty to adopt and use OERs in higher educational institutions in Ghana? The Unified Theory of Acceptance and Use of Technology (UTAUT) theory and two constructs from the Diffusion of Innovation (DoI) model were adopted for the study. The study used the mixed methods approach, specifically, the sequential explanatory design. Two hundred and thirty-nine faculty participated in the study. Two forms of data collection were used: questionnaire distribution and interviews. The stratified random method was adopted for the quantitative study and the purposive sampling techniques for the qualitative aspect. Quantitative data was analysed using descriptive statistics, correlations, factor analysis and multiple regression to test the proposed model while themes and sub themes were used to analyse the qualitative data. Faculty had a high level of technological competencies (M=3.75, SD = 1.185) on how to browse the internet, use word, download and upload materials. Faculty also had a high level of OER awareness (M= 3.86 SD=0.904) and found OERs useful in their teaching and research activities. The relationship between Performance Expectancy and Behavioural Intention was moderately positive and significant (r = 0.53 p = < 0.05). Faculty members indicated that OERs were compatible with their belief in sharing educational materials to profit everyone. However, faculty will experiment with

OERs before deciding to use them (M=3.59 SD = 1.135). There was no correlation between Trialability and Actual Use. The relationship between Behavioural Intention and Actual Use was moderately positive and statistically significant (r = 0.44; p = < 0.05). The key barriers were technical issues, particularly low internet speed and bandwidth, and frequent power outages. There were no major significant differences in terms of age, sex and rank regarding adoption factors. The study concluded that faculty had a good knowledge of computer applications and OER searches. Despite the technical barriers, faculty members were prepared to use OERs in their teaching because of their usefulness and ease of use. Effort Expectancy was highly positive and significant in relation to faculty’s intention to use OERs. Performance Expectancy, Social Influence and Facilitating Conditions were moderately positive and significant. Trialability did predict Behavioural Intention but not Actual use. It is recommended that training programmes be completed to arm faculty with the necessary tools for OER deployment. Also, training must incorporate adult teaching and learning methodologies. Management should take the necessary steps to formulate policies that would promote the creation and use of OERs in their institutions. There is the need for a policy framework to provide OER services.