Presented by:

Noor-Ul-ain

Information technology has brought several changes in higher education by modifying earlier concepts of learning (Hassanzadeh, Kanaani, & Elahi, 2012).

Learning management system is a web-based application that deals with all aspects of course content in Open Educational Resources (OER) through a single web-based interface.

OER is a beneficial source of information for the both students and instructors, to fulfill their learning and teaching demands by using LMS as useful medium.

It facilitates students to access OER such as course content, online readings, electronic books, videos, tests/quizzes.

The aim of this study is to determine student’s behavioural intention towards OER content within the LMS and its use by employing the Unified Theory of Acceptance and Use of Technology.

Performance expectancy - The degree to which an individual believes that using the system will help him or her to attain gains in job performance(Venkatesh et al., 2003).

Effort expectancy - The degree of ease associated with the use of the systems (Venkatesh et al., 2003).

Social influence - The extent to which an individual perceives that important others (e.g. friends and family) believe he or she should use the new system (Venkatesh et al., 2003).

Facilitating Conditions - The degree to which an individual believes that an organizational and technical infrastructure exists to support use of the system (Venkatesh et al., 2003)

Hedonic Motivation - The fun or pleasure derived from using a technology (Venkatesh et al., 2012).

Habit- The extent to which people tend to perform behaviors automatically because of learning (Venkatesh et al., 2012).

Earlier studies have discussed learning management system (LMS) from various aspects in higher education system.

For instance, a study in American Midwestern University confirmed the usefulness and benefits of LMS to enhance the conventional classroom teaching in teacher and student perspective. The results showed that efficient communication tools and activities are more valuable for teachers and students (Lonn & Teasley, 2009).

Hanson and Robson (2004) acknowledged the benefits of LMS by confirming that many features of LMS have learning benefits for both teachers and learners. It saves their time and helps to enhance learning.

Sumak, et al. (2010) have used the UTAUT framework and confirmed that performance expectancy (PE) and social influence (SI) are significant predictors of student and teacher attitude towards using MOODLE that subsequently influence its actual use.

Fidani and Idrizi (2012) also adapted the UTAUT framework and confirmed that PE and SI significantly influence the students’ behavioral intention to adopt LMS.

Previous studies have discussed the adoption and usage of LMS from different perspective but lack of studies discusses the Unified Theory of Acceptance and Use of Technology in the context of OER use from student’s perspective in higher education.

User’s habit and hedonic motivation towards the OER use from students’ perspective is scantly discussed in literature - UTAUT model explains these constructs.

The objective of the study is

To examine the extent to which students of higher education use Open Educational Resources (OER) via LMS.

To examine the factors that influence students behavioral intention to use Open Educational Resources (OER) and its actual use.

The study addresses following research questions are:

RQ1: To what extent students of higher education use Open Educational Resources (OER) via LMS?

RQ2: What are the factors that influence students behavioral intention to use Open Educational Resources (OER) and its actual use?

H1. Performance expectancy has impact on behavioral intention to use open educational resources.

H2. Effort expectancy has impact on behavioral intention to use open educational resources.

H3. Social influence has impact on behavioral intention to use open educational resources.

H4. Facilitating Conditions has impact on behavioral intention to use open educational resources.

H5. Hedonic Motivation has impact on behavioral intention to use open educational resources.

H6. Habit has impact on behavioural intention to use open educational resources.

H7. Behavioral intention to use open educational resources has positive impact on OER use.

Primary data collection method will be used through Quantitative research approach

Instrument-questionnaire-based survey

Population- University of Malaya students

Sample- Undergraduate students

Sampling technique- Convenience sampling

Data analysis – using SPSS

University Malaya will be used as the targeted scope of the study

Students using Learning management system to access OER in their classes

This research can help

To expand the existing body of literature by determining whether the hedonic motivation and habit with other UTAUT2 constructs significantly influence the students’ behavioral intention towards OER and its use.

Moreover, this study will be helpful to identify the use of OER in higher education.

The development of educational technologies has given a new insight to learning and teaching methodologies.

Open educational resources (OER) is emerged as a beneficial medium for the users to fulfil their learning demands.

This study employ the UTAUT model to measure the students’ behavioral intention towards OER use.