A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model

Autor/in	Kelly, Hope
Titel	A Path Analysis of Educator Perceptions of Open Educational Resources Using the Technology Acceptance Model
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 2, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Path Analysis; Self Efficacy; Open Education; Teacher Attitudes; Educational Resources; Social Cognition; Social Theories; Models; Workplace Learning; Elementary School Teachers; Secondary School Teachers; College Faculty; Teaching Methods; Teacher Improvement; Statistical Analysis; North Carolina + Suchen Sie Ihr Suchwort? Pfadanalyse; Self-efficacy; Selbstwirksamkeit; Offene Erziehung; Offener Unterricht; Lehrerverhalten; Bildungsmittel; Soziale Kognition; Gesellschaftstheorie; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10