Effect of Open Educational Resources on Teaching and Learning as Perceived by Lecturers in Selected Nigerian Universities



This study examined the level of lecturers' awareness and the extent of usage of open educational resources (OERs) for teaching and learning in Nigerian universities.  A descriptive research design was adopted for the study.  Multi-stage sampling technique was used to select two (2) universities (both federal and state-owned) that are running open and distance learning programmes in each of the six (6) geographical zones of Nigeria; and to select a total of one thousand four hundred and eighty-five (1,485) respondents. To guide the study, three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The main structured research questionnaire used in the study was titled: “Lecturer’s Use of OERs Questionnaire” (LUOER; r=0.78). Data obtained were analysed using descriptive statistics of mean, standard deviation and inferential statistics of ANOVA.  The findings revealed that lecturers were aware () and ready to use () OERs for education with ranges of identified challenges. Findings also revealed significant institutional affiliation differences in the extent of lecturers’ awareness (F(11,1484) = 61.71; p = 0.00 < 0.05), readiness (F(11,1484) = 32.90; p = 0.00 < 0.05) and perceived challenges (F(11,1484) = 12.12; p = 0.00 < 0.05) towards the utilisation of OER for education. Implications to meeting the global challenges were discussed. It was recommended among others that the ministries of education should sponsor periodic workshops and seminars to sensitize lecturers more on the availability and utilization of OER facilities for teaching-learning process.