International Journal of Applied Research
Vol. 4, Issue 5, Part D (2018)
Lecturers perception of open educational resources (OERs) for academic purposes
Chinda Anthony, Awotua-Efebo Ebi Bio and Baribor Vikoo
Globally, the impact of technology and its integration in teaching and learning has influenced the delivery of education. The advancement of information and communication technologies, in view to knowledge sharing, led to the birth of Open Educational Resources (OERs). This study was thus aimed at investigating the ‘Lecturers Perception of on Open Educational Resources (OERs) for Academic Purposes. Three (3) research questions and three (3) hypotheses guided the study. All lecturers’ in Faculty of Education, University of Port Harcourt made up the population for this study, with a total of 150 as samples size. A 4-point Likert scale instrument for data collection was administered, titled Perception of lecturers on the use of Open Educational Resources (LPOERs). It contained three sections measuring several variables such as graduate students’ awareness level, the extent of usage of OERs and challenges they experience with the use of OERs. The face and content validity of the instrument was established, and the test-retest method was used to determine the reliability of the instrument, with a reliability coefficient of 0.77 obtained. The researcher and three research assistants collected data. Mean and the standard deviation was used to answer the research questions, while the hypotheses were analyzed using Z-test. Some of the findings revealed that the level of awareness among lecturers on OERs and their skill for evaluating web-based information is very low. However, it was recommended that an awareness should be developed for lecturers on how to access OERs and evaluate any information derived from the internet, and necessary facilities should be put in place.
How to cite this article:
Chinda Anthony, Awotua-Efebo Ebi Bio, Baribor Vikoo. Lecturers perception of open educational resources (OERs) for academic purposes. Int J Appl Res 2018;4(5):234-239.