Lecturers’ Awareness and Readiness towards the Adoption of Open Educational Resources for Teaching in Tertiary Institutions in Niger State, Nigeria

  • E. O. Owolabi
  • O. C. Falode Ph.D.
Keywords: Interactive Whiteboard, Attitude, Self-Efficacy, Educational technology, Electronic learning

Abstract

This study investigated attitudes and self-efficacy towards the utilization of interactive whiteboards (IWB) among university lecturers in North Central, Nigeria. A descriptive survey research design was employed for the study and 315 participants were selected through a multi-stage sampling technique. Four research questions and two null hypotheses guided the study and a 20-item questionnaire was used as an instrument for data collection. The questionnaire was subjected to both validation and reliability checks. Data obtained from the administration of the research instrument were analysed using descriptive statistics of Mean and Standard Deviation for research questions and inferential statistics of z-test for research hypotheses. A decision rule was set, in which a mean score of 2.5 and above was considered agreed, while a mean score below 2.5 was considered disagreed. Findings revealed that lecturers’ attitudes and self-efficacy towards the utilization of interactive whiteboards (IWB) were positive with a mean score of 3.02 and 2.70 out of possible 4.0. Also, gender as a moderating variable had an influence on lecturers’ attitude and self-efficacy towards utilization of interactive whiteboard. Based on these findings, it was recommended among others that lecturers in tertiary institutions should be encouraged to adopt Interactive Whiteboard in order to enhance their teaching. This can be achieved through the provision of enabling work environment that supports the use of information and communication technology in the teaching and learning process.

Downloads

Download data is not yet available.

Author Biographies

E. O. Owolabi

Department of Educational Technology, School of Science and Technology Education, Federal University of Technology, Minna, Nigeria.

O. C. Falode, Ph.D.

Department of Educational Technology, School of Science and Technology Education, Federal University of
Technology, Minna, Nigeria.

References

Adewale, O. (2017) Knowledge and utilization of Information Technology among health care professionals and students in Ile-Ife, Nigeria: a case study of a university teaching in Informatics, school of Computer Science, Physics and Mathematics, University of Nigeria.
Adeyanju, B., Fakorede, D. & Olafare O. (2017). New Skillsets for Future Science, Technology, Engineering and Mathematics (STEM) Library Workforce. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 82 - Academic and Research Libraries & Health and Biosciences.
Agyeman, O. T. (2012). ICT for education in Nigeria. Retrieved from www.infodev.org.
Ajzen, I. (2013). The theory of planned behavior: Theories of cognitive self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
Anatürk, T. C. & Ateşkan, A. (2019). Science teachers’ beliefs and attitudes towards the use of interactive whiteboards in education. Journal of Turkish Science Education, 16(3), 394-414.
Beeland, M. (2017). ICT facilitating learning for all: investigating how interactive whiteboards can support teaching and learning for diverse learners.22(3), 115-140.
Busch, R. (2015). Investigation into the factors affecting teaching staff adoption of web-based teaching in higher education. Unpublished MA Thesis, completion 2015.
Comek, D. R., & Bayram, C. A. (2019). A Comparative Analysis of Information Literacy Self-Efficacy Skills of Postgraduate Students in Library Schools in South-South, Nigeria6(2), 118-143.
Compeau, D. R., & Higgins, C. A. (2019). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189-211.
Demicioglu, W. H., & Gesan E. R. (2015). The DeLone and McLean model of information systems success. A Ten-Year Update Information Systems Research, 3, 1.
DiGregorio, M., & Sobel-Lojeski N. (2010). The Axial conundrum between transcendental visions and vicissitudes of their institutionalizations: Constructive and destructive possibilities. 201-217.
Gomleksiz, R. P. (2013). Older adults and e-learning: Opportunities and barriers. Quarterly Review of Distance Education, 8(4), 329-338.
Hockly, M. H., (2013). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Computing in Education, 34(2), 109.
Johnsona, D., Ramamaira R. & Brineb, N. (2010) Rethinking university teaching: A framework for the effective use of educational technology. UK: Routledge.
Kaya, M. T., & Yazıcı, H. (2018). Self-Efficacy of the Social Studies Teachers in Using the Interactive Whiteboards. Review of International Geographical Education Online (RIGEO), 8(3), 601-612.
Klammer, N. &Rightermeyer, V. (2016). E-Learning Technologies for Open Distance Learning Knowledge Acquisition in Management Accounting. Retrieved from: http://www.erodl.org.
Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerningthe use of ICT in education. EURASIA Journal of Mathematics Science and Technology Education, 13(8):4405-4417. ISSN: 1305-8223 (online) 1305-8215 (print). DOI: 10.12973/eurasia.2017.00935a.
Lee, C., Cho, H., Gay, D., Davidson, G.,& Ingraffe, E. (2013). E-learning strategies for delivery knowledge in the digital age. Educational Technology & Society, 6(3), 80-84.
Marcelle, R. (2015). Learning technologies for adult continuing education. Studies in Continuing Education, 28(2), 121-133
Mohammed, H. A. (2017). Investigating teachers’ attitudes towards the effectiveness of usinginteractive whiteboards when teaching English as a foreign language. Journal of Modern Education Review, 7(3), 210–219.
Noori, A. (2018). Attitudes of Afghan EFL lecturers toward instructional technology. Association for Educational Communications & Technology, TechTrends, 63; 170–178.
Richey, J. & Nelson, M. (2018). ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011
Shahadat, L., Muhbub, K. & Clement, M. (2012). Gender-based differences in attitudes toward computers. Computers and Education, 20(2), 169.181.
Singaravelu, S. (2017). Attitude of student teachers towards the use of interactive whiteboard. International Education & Research Journal, 3(5), 88-89.
Turel, R. & Johnson, L. (2012). Measuring student perception and actual usage of online learning management system. International Business Information Management association. (4), 165-168.
Venkatesh, V., & Morris, M. G. (2010). Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115-139.
Yariez, B. H. & Coyle, A. T. (2011). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research. Retrieved from http://inn.colorado.edu.
Yinghui, S., Changling, P., Harrison, H. Y., & Jason, M. (2018). Examining interactive whiteboard-based instruction on the academic self-efficacy, academic press and achievement of college students, Open Learning: The Journal of Open, Distance and eLearning, 201-212. doi: 10.1080/02680513.2018.1454829.
Published
2021-05-22
How to Cite
Owolabi, E. O., & Falode, O. C. (2021). Lecturers’ Awareness and Readiness towards the Adoption of Open Educational Resources for Teaching in Tertiary Institutions in Niger State, Nigeria. GPH-International Journal of Educational Research, 4(05), 41-51. Retrieved from http://gphjournal.org/index.php/er/article/view/420