A Proposed Framework For Adoption Of Open Educational Resources For Teaching And Research By Faculty Members In Selected Universities In Kenya

Abstract

Adoption of Open Educational Resources is critical, it offers chances for access to library resources, quality education and such technology revolution is being used in Kenya to transmute teaching and learning. Despite the significance of OERs, UNESCO 2020 noted that engagement and adoption of OERs in teaching, learning and research was still not a mainstream activity in many institutions and libraries especially in developing countries. The study sought to provide an empirically developed framework for adoption of OERs by members of faculty for teaching and research within universities in Kenya. Objectives were to assess the level of awareness of OERs among members of faculty, to examine the status of OERs uptake by members of faculty, to determine how OERs support teaching at universities, to determine how OERs are used to support research activities and to develop a framework for adopting OERs in teaching and research by members of faculty. The study was informed by the Wilson’s Model of Information Seeking Behaviour and the Concerns Based Adoption model. The study used Pragmatic paradigm. It utilized the mixed method approach and Survey research design. Data was collected using questionnaires and interview schedules. The study population consisted of members of faculty and librarians from Kisii University, Kabianga University, Kenya Methodist University as well as Africa Nazarene University. The descriptive and inferential statistics were used aided by SPSS for quantitative data. Thematic analysis was applied on qualitative data. The findings demonstrated that faculty had adopted OERs though not widespread but there were noticeable initiatives in the targeted universities. Findings on adoption of OERs indicated that members of faculty had adopted OERs for teaching and research though to a small extent. Both university and e-resources librarian were making efforts to enhance adoption through providing access to OERs. Findings on assessing level of awareness among faculty members indicated there was awareness hence faculty were expected to be gainfully utilizing OERs, there were assertions on the criticality of raising awareness of OERs by librarians for their full adoption and exploitation. Significance uptake of OERs was also demonstrated on supporting teaching activities indicating their value in knowledge discovery, sharing and acquisition. On how OERs support teaching, OERs were presented as a vital commodity that facilitate knowledge exchange. OER repositories were found to support research activities by allowing access to vast amounts of research resources. On developing a framework for adopting OERs findings focused on aspects like regular training, forming partnerships, institutional support and creating awareness being critical. The study recommends OER awareness programs to demystify OERs, on uptake librarians should assist members of faculty in having access to OERs, strong collaborations and holding sensitization meetings and campaigns to promote OERs. Libraries should liaise with ICT department to provide adequate infrastructure. Faculty should update the curriculum to include OERs as part of e resources. Therefore, the study recommends that the university libraries and university management in Kenya fully implement the proposed framework in adopting Open Educational Resources in supporting teaching and research.