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