#oersymposium2014 s2 p2 ks yuen and kc li
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2nd Regional Symposium on Open Educational Resources: Beyond Advocacy, Research and Policy 24 – 27 June 2014 Sub-theme 2: Impact Readiness for Open Educational Resources: A Study of Hong Kong Kam Cheong Li, Kin Sun Yuen, Billy Tak-Ming WongTRANSCRIPT
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)
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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OER Environment in Hong Kong (Example)
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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OER Environment in Hong Kong (Example)
Source: Coursera, 2014 https://www.coursera.org/hkust
3. MOOC
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The Hong Kong University of Science and Technology: MOOC
OER Environment in Hong Kong (Example)
Source: Coursera, 2014 https://www.coursera.org/cuhk
3. MOOC
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The Chinese University of Hong Kong: MOOC
OER Environment in Hong Kong (Example)
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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
Theoretical Framework
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)
Performance Expectancy
Effort Expectancy
Adapted UTAUT Model for This Study
Theoretical Framework
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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
Facilitating Conditions
Adapted UTAUT Model for This Study
Theoretical Framework
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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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Survey on Tertiary Student Readiness for OER
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
Survey on Tertiary Student Readiness for OER
Findings
Most of the respondents are familiar with internet tools
Survey on Tertiary Student Readiness for OER
Findings
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Respondents’ Degree of awareness towards OER
Limited degree of awareness towards OER
Survey on Tertiary Student Readiness for 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
Survey on Tertiary Student Readiness for OER
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
Performance Expectancy
Effort Expectancy
Facilitating Conditions
Intension to use OER
Actual Use of OER
Experience
UTAUT Model
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Survey on Tertiary Student Readiness for OER
Findings of Spearman correlation:
0.383
0.510
0.418
0.046
Source: Venkatesh et al., 2003
Survey on Tertiary Student Readiness for OER
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