Researchers from Near East University have unveiled insights into the transformative potential of Open Educational Resources (OER) from the perspective of university students. The study, focusing on students’ intentions to use and motivations to create OER, sheds light on the role students play as partners in the OER movement, aligning with the objectives of Sustainable Development Goal 4 (SDG 4) – Quality Education.
Despite the increased accessibility of OER to enhance educational quality, the study emphasizes the need for concentrated efforts on policies and practices within academic institutions to fully realize the transformative potential of OER. While previous explorations have delved into educators’ adoption of OER, this research uniquely explores the intentions and motivations of university students.
In Study 1, the findings underscore a significantly positive relationship between perceived ease of use, perceived usefulness, zero price accessibility, availability, attitude, and university students’ intention to use OER. This highlights the influential factors that can shape students’ willingness to engage with OER, paving the way for improved learning experiences.
Study 2 delves into students’ motivations to create OER, revealing a significantly positive relationship between competence and mastery of content, personal development, reward systems, and motivation to create OER. This showcases students not merely as consumers but active contributors and creators in the OER movement.
The implications for practice and policy are profound. Faculty members are advised to focus on orientation and awareness programs that inform students about the quality, openness, and applicability of OER, influencing their attitudes towards intention to use. Recognizing students as both users and creators, faculty members should positively influence students to engage with OER, fostering a sense of belonging and partnership.
Moreover, OER policymakers are encouraged to concentrate on the identified factors, shaping or adapting policies to promote students’ intentions to use and motivation to create OER. The study emphasizes the importance of aligning OER policies with the needs and motivations of students, ensuring that OER practices contribute to an inclusive and empowering educational environment.
In essence, Near East University’s research not only underscores the pivotal role of students in the OER landscape but also aligns with SDG 4’s aspiration for inclusive and quality education, ensuring that students actively contribute to and benefit from the evolving educational landscape.
More Information:
https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13313
