#oersymposium2014 S2 P2 KS Yuen and KC Li

Dr. K. C. Li, Director, University Research Centre Dr. K. S. Yuen, Director, Educational Technology and Publishing Unit

The Open University of Hong Kong

Readiness for Open Educational Resources: A Study of Hong Kong

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2nd Regional Symposium on Open Educational Resources: Beyond Advocacy, Research and Policy 24 – 27 June 2014

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1.1 Technology Environment in Hong Kong

1.2 OER Environment in Hong Kong

1.3 Factors affecting user readiness for OER

Population: 7.17 million 1,085 km2

193 internet service provider

Household broadband penetration rate: 83.2%

ICT infrastructure in all schools

Mobile subscriber penetration rate: 238.6%

72.7% mobile subscriber accounts using 2.5G, 3G or 4G mobile data network

Technology Environment in Hong Kong

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OER Environment in Hong Kong

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43.6% of teaching staff in school often use the resources in class

21.1% have ever produced OER as teaching or learning resources

The Open University of Hong Kong: Open Textbooks for Hong Kong

Source: The Open University of Hong Kong, 2014 http://www.opentextbooks.org.hk/

1. Open Textbooks

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OER Environment in Hong Kong (Example)

http://www.opentextbooks.org.hk/

The Open University of Hong Kong: Free Courseware Website

Source: The Open University of Hong Kong, 2013 http://freecourseware.ouhk.edu.hk

2. Open Courseware

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http://freecourseware.ouhk.edu.hk/

The Open University of Hong Kong: iTunesU

Source: The Open University of Hong Kong, 2013 http://itunesu.ouhk.edu.hk

2. Open courseware

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http://itunesu.ouhk.edu.hk/

Source: Coursera, 2014 https://www.coursera.org/hkust

3. MOOC

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The Hong Kong University of Science and Technology: MOOC




Source: Coursera, 2014 https://www.coursera.org/cuhk

3. MOOC

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The Chinese University of Hong Kong: MOOC




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Major barriers hindering the use of OER among teachers in tertiary institutions : (1) limited degree of openness for most OER in Hong

Kong, especially relating to copyright issues;

(2) lack of institutional policy support for the development and use of OER as teaching and learning resources; and

(3) time and effort required to locate or produce quality OER.

OER Environment in Hong Kong

Factors affecting user readiness for OER

- Network infrastructure - Awareness of the existence of OER - Knowledge about copyright and intellectual

property issues

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OER

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2.1 Theoretical Framework

2.2 Survey on Tertiary Student Readiness for OER

2.3 Conclusion

Theoretical Framework

The unified theory of acceptance and use of

technology (UTAUT) model (Venkatesh et al., 2003)

Theory of reasoned

action (TRA)

Motivation model (MM)

Theory of planned

behaviour (TPB)

Combined theory of TPB and TAM

(C-TPB-TAM)

Model of PC utilization (MPCU)

Innovation diffusion

theory (IDT)

Social cognitive

theory (SCT)

Technology acceptance

model (TAM)

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Social Influence

Performance Expectancy

Effort Expectancy

Facilitating Conditions

Behavioural Intension

Actual Behaviour

Experience

Adapted UTAUT Model for This Study


14 Source: Venkatesh et al., 2003

the degree of ease associated with locating, adapting, using and contributing to OER

the degree to which an individual believes that using/contributing to OER will help him or her gain benefits from some sorts of performance (e.g. teaching or learning)


Effort Expectancy



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the degree to which an individual believes that organizational support or technical infrastructure exists for the use/contribution of OER

the degree to which an individual perceives the people who are important to him or her believe that he or she should use/contribute to OER

Social Influence




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Survey on Tertiary Student Readiness for OER

The Questionnaire :

- adopted from Venkatesh et al. (2003) which is developed based on UTAUT model;

- modified by rewording items to suit the context of the study;

- added items to cover students’ familiarity and knowledge of ICT; and

- was piloted on 42 full-time undergraduate students from different disciplines.

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Sample of the Questionnaire

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Respondents indicated that they are familiar (self-rated

as good or excellent) with following computer tools

Social media 78.1%

Email 64.3%

Search engine 54.8%

Word processing 52.4%

Presentation software 45.2%

PC operation 42.9%

Editing of video 16.7%

Editing of webpage 16.7%

Editing of image 11.9% 19


Findings

Most of the respondents are familiar with internet tools


Findings

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Respondents’ Degree of awareness towards OER

Limited degree of awareness towards OER


Findings

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Common types of OER that Respondents frequently use (above 15 times in past three months)

Wikipedia 40.5%

Online Dictionary 21.4%

Youtube EDU 7.1%

Wikibook 4.8%

MOOC 2.4%

Free Coureseware 2.4%

Most respondents only frequently use Wikipedia


Findings

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Common types of OER that Respondents never use

MOOC 76.2%

Free Coureseware 57.1%

Youtube EDU 42.9%

Wikibook 42.9%

Online Dictionary 11.9%

Wikipedia 4.8%

Majority of them never use the above types of OER

Social Influence


Effort Expectancy


Intension to use OER

Actual Use of OER

Experience

UTAUT Model

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Findings of Spearman correlation:

0.383

0.510

0.418

0.046

Source: Venkatesh et al., 2003


Findings

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Respondents indicated that they are familiar in

Editing of video 16.7%

Editing of webpage 16.7%

Editing of image 11.9%

Revision of OER 4.8%

Relatively low level of computer literacy of editing webpage, image and video.

Conclusion

• Well developed technological and network infrastructure in the territory − most tertiary students have high computer literacy on using

online tools and resources • Limited familiarity and experience of students in OER

− OER are seldom advised or used by instructors in their teaching

• Lack of instructional and institutional support

− hinders the development of students’ readiness

• Inadequate readiness of other stakeholders in the education sector − e.g. teachers, instructional designers and institutions

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http://aaou2014.ouhk.edu.hk/ AAOU 2014 28–30 October 2014

Hong Kong

Thank You

Q & A

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Thank You

Q & A