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Open Educational Resources: Qualitative Evaluation of Faculty Interest in Motivating Students to Create and Use

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Title: Open Educational Resources: Qualitative Evaluation of Faculty Interest in Motivating Students to Create and Use
Language: English
Authors: Olasile Babatunde Adedoyin (ORCID 0000-0003-0166-2383), Fahriye Altinay (ORCID 0000-0002-3861-6447), Zehra Altinay (ORCID 0000-0002-6786-6787), Rustam Shadiev (ORCID 0000-0001-5571-1158), Mert Bastas (ORCID 0000-0001-5149-5451), Gokmen Dagli (ORCID 0000-0002-4416-8310)
Source: Innovations in Education and Teaching International. 2025 62(1):216-232.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Open Educational Resources, College Faculty, Interests, Teacher Attitudes, Student Motivation, Student Behavior, College Students, Influences, Foreign Countries, Learner Engagement, College Environment
Geographic Terms: Nigeria
DOI: 10.1080/14703297.2023.2271493
ISSN: 1470-3297
1470-3300
Abstract: Increasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER and Open Educational Practices. The motivational roles of faculty in motivating learners to create, use, and promote OER usage and development culture among students have not been established. This research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among students of some selected universities. Findings from this study indicated that faculty showed positive attitudes towards motivating students to create and use OER. Some faculty gave several motivational factors that can influence their interest in motivating students to create and use OER and strategies for promoting the culture of OER usage and development among university students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457976
Database: ERIC
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  Value: <anid>AN0182296566;hzj01feb.25;2025Jan21.00:37;v2.2.500</anid> <title id="AN0182296566-1">Open Educational Resources: Qualitative evaluation of faculty interest in motivating students to create and use </title> <p>Increasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER and Open Educational Practices. The motivational roles of faculty in motivating learners to create, use, and promote OER usage and development culture among students have not been established. This research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among students of some selected universities. Findings from this study indicated that faculty showed positive attitudes towards motivating students to create and use OER. Some faculty gave several motivational factors that can influence their interest in motivating students to create and use OER and strategies for promoting the culture of OER usage and development among university students.</p> <p>Keywords: Open Educational Resources; Open Educational practices; faculty; motivation; OER developers; OER users</p> <hd id="AN0182296566-2">Introduction</hd> <p>Increasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER. According to UNESCO ([<reflink idref="bib57" id="ref1">57</reflink>]), OER refers to the 'open provision of educational resources, facilitated by ICT, for consultation, use, and adaptation by a community of users for non-commercial purposes' (p. 24). The OER organising framework is reliant on the recognition of knowledge as a public good (Mulder, [<reflink idref="bib38" id="ref2">38</reflink>]) and Molloy ([<reflink idref="bib37" id="ref3">37</reflink>]) added that the framework provided the liberty to reuse, revise, remix, redistribute, and retain these pedagogical resources with the slightest possible limitations while taking cognisance of copyright matters. Ehlers ([<reflink idref="bib19" id="ref4">19</reflink>]) referred to the shift in the OER paradigm from content-centred to practice-centred approaches as open educational practices (OEP) and define the concept of OEP as practices that promote the creation, usage, and maintenance of OER based on established policies and inclusion of students as co-developers. Some higher education learners appear passionate about learning, nonetheless numerous expect or require their teachers to motivate, stimulate, and challenge them to learn but regrettably, there exists no solitary charmed formula for motivating learners (Davis, [<reflink idref="bib15" id="ref5">15</reflink>]) since several factors affect a specific learner's motivation to learn, work, and create. Faculty as motivators of learners will no doubt play significant roles in inspiring or influencing learners' application and development of OER. Learning flourishes in settings that recognised students as essential contributors, promote engagement, and trigger students' prior knowledge (Dumont & Istance, [<reflink idref="bib16" id="ref6">16</reflink>]). Despite the recognition of learners as co-developers of OER (Ehlers, [<reflink idref="bib19" id="ref7">19</reflink>]) and as essential contributors to learning (Dumont & Istance, [<reflink idref="bib16" id="ref8">16</reflink>]), several studies have examined faculty adoption and the development of OER (Nagashima & Hrach, [<reflink idref="bib39" id="ref9">39</reflink>]; Todorinova & Wilkinson, [<reflink idref="bib55" id="ref10">55</reflink>]) but limited (see Adedoyin & Altinay, [<reflink idref="bib2" id="ref11">2</reflink>]; Trust et al., [<reflink idref="bib56" id="ref12">56</reflink>]) exists on the motivational role of faculty as part of OEP in motivating learners to create and use OER. Previous studies in this area have continuously focused on the adoption (McBride & Abramovich, [<reflink idref="bib34" id="ref13">34</reflink>]), effectiveness (Ebner et al., [<reflink idref="bib17" id="ref14">17</reflink>]) of OER, and faculty as developers of OER (Saripudin & Rohendi, [<reflink idref="bib48" id="ref15">48</reflink>]). This might have directly or indirectly restricted students as mere users of OER rather than as curators, developers, and co-developers. Recently, studies such as Brown et al. ([<reflink idref="bib11" id="ref16">11</reflink>]) and Adedoyin and Altinay ([<reflink idref="bib2" id="ref17">2</reflink>]) have introduced a new research focus on OEP via graduate students' development of OER and students' motivation to develop and intention to use OER to establish factors that can influence students' intention to use and develop OER respectively. Still, limited research attention has been given to faculty interest in motivating students to develop and use OER as an integral part of their OEP. This emphasised the uniqueness of this current study and its significance to OER and OEP literature and the field of education as a whole because the findings of this study will serve as the building blocks for creating a framework to better explore faculty interests in motivating students to create and use OER, and promotion of OER creation and usage among students.</p> <p>According to UNESCO's ([<reflink idref="bib57" id="ref18">57</reflink>]) recommendation on OER, member states are prescribed to deliberately plan and support OER awareness, capacity building, usage, development, and sharing at the national and institutional levels, focusing on all sectors and levels of education. One of the major factors that can aid the implementation of these recommendations is to foster the culture of OER creation and usage among faculty and students because faculty have experienced first-hand benefits of integrating both OER and OEP into their instructional activities but this work is not often being carried out by all faculty. The culture of OER creation and usage in this study refers to the deliberate engagement of both faculty and students in communities of practice that value consistent, dynamic, and systematic development and application of OER based on established institutional, national, and global frameworks. To aid faculty in realising the benefits of motivating learners' usage and development of OER as a major part of OEP, it is crucial to first and foremost assess faculty interest in motivating students to develop and use OER and how faculty can promote students' OER usage and development via the culture of OER creation and usage.</p> <p>Burleson ([<reflink idref="bib12" id="ref19">12</reflink>]) noted that creating learning experiences that enable creativity and self-actualisation is among the main objectives of society to prepare for the future because learners must have the opportunity to develop flexible and several perspectives to gain an in-depth understanding of a novel idea and facilitate learning. Egan et al. ([<reflink idref="bib18" id="ref20">18</reflink>]) added that there is a wealth of literature featuring the need to focus on upgrading students' creativity in universities and colleges. Notwithstanding, at present, there is a hole in the consciousness of evidence-based initiatives being utilised in schools to furnish this necessity. Hennessey ([<reflink idref="bib24" id="ref21">24</reflink>]) acknowledged the power of motivation and motivational orientation that regulates the limit between what we can do and what we will do in some random circumstance. Thus, this research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among university students.</p> <p>This research is designed to contribute to the existing body of knowledge on OER, OEP, and faculty roles in influencing students' adoption and motivation to develop OER, as well as practically furnish higher education policymakers, OER creators and users, and faculty with relevant information that will encourage OEP that will not only project positive effects on instructional outcomes but also bring about instructional opportunities that will continue to aid openness, accessibility, and equality. To achieve the above target, the following research questions were proposed;</p> <p></p> <ulist> <item> What are the factors that can influence faculty to be interested in motivating students to create OER?</item> <p></p> <item> What are the factors that can influence faculty to be interested in promoting OER usage among students?</item> <p></p> <item> What are the strategies that can promote the culture of OER creation among students?</item> <p></p> <item> What are the strategies that can promote the culture of OER usage among students?</item> </ulist> <hd id="AN0182296566-3">Literature review</hd> <p>Although instructional resources are much of the time considered as vital licenced innovation in a highly competitive world of higher education, an ever-increasing number of schools and people are sharing their electronic educational materials over the Web transparently and for nothing, as OER (Hylén, [<reflink idref="bib26" id="ref22">26</reflink>]). In higher education, OER are yet to be broadly accepted (Marín et al., [<reflink idref="bib33" id="ref23">33</reflink>]), despite the open feature of these resources that support affordance and growing interest from the academic community (Bozkurt et al., [<reflink idref="bib9" id="ref24">9</reflink>]). Hylén ([<reflink idref="bib26" id="ref25">26</reflink>]) claimed that up to this point, insights about producers and users of available OER are hardly known. This scholar went further that it is obvious that some institutional-based OER initiatives in various universities utilise their staff to create their OER and institutions like MIT attempt to constantly assess who the users of their materials are.</p> <p>Interestingly, Marín et al. ([<reflink idref="bib33" id="ref26">33</reflink>]) noted that past studies have concentrated on the factors that influence faculty adoption of OER as OEP, and the findings showed that proper institutional support can have positive effects while insufficient institutional support can have adverse effects on OEP (Baas et al., [<reflink idref="bib5" id="ref27">5</reflink>]). Advocators for the adoption of OER promote the money-saving advantages compared to customary instructional materials, lessening the cost of education for the learners (McBride & Abramovich, [<reflink idref="bib34" id="ref28">34</reflink>]), and having positive impacts on learners (Ebner et al., [<reflink idref="bib17" id="ref29">17</reflink>]) and faculty as developers of OER (Saripudin & Rohendi, [<reflink idref="bib48" id="ref30">48</reflink>]) to refute the submission of Hylén ([<reflink idref="bib26" id="ref31">26</reflink>]) on the unknown insights about the creators and users of OER. Swan ([<reflink idref="bib52" id="ref32">52</reflink>]) stated that the culture of openness incorporates perspectives towards free and transparent access, as well as towards the setting wherein faculty (including students) work and how this transforms them to value (or not) the capability of open access. Peters and Roberts ([<reflink idref="bib44" id="ref33">44</reflink>]) added that open access culture promotes the idea that open access to educational and scientific resources does not reduce the value of those resources, however, rather it increases and further develops them surprisingly. Atenas and Havemann ([<reflink idref="bib4" id="ref34">4</reflink>]) recommended the necessity to concentrate on OEP to promote engagement with OER because having only access cannot translate to adequate conditions for fruitful OER adoption and application (Ehlers, [<reflink idref="bib19" id="ref35">19</reflink>]). Adedoyin and Altinay ([<reflink idref="bib2" id="ref36">2</reflink>]) findings indicated zero price accessibility and availability, perceived usefulness, perceived ease of use, and university students' attitude towards the use of OER as factors that can influence students' intention to use OER while factors such as competence and mastery of content, reward system, and personal development can motivate university students to develop OER. Trust et al. ([<reflink idref="bib56" id="ref37">56</reflink>]) findings on the effects of student engagement in OER development projects on their attitudes and motivation towards learning indicated that shifting the paradigm of students' roles from mere users to developers, curators, and co-developers of OER through OEP can have positive impacts on students' attitudes and motivation towards learning by aiding the learning objectives. Brown et al. ([<reflink idref="bib11" id="ref38">11</reflink>]) also gave supportive evidence that faculty OEP via OER design projects given to students, established the conditions for the advancement of research skills of graduate students.</p> <hd id="AN0182296566-4">Methodology</hd> <p>This study applied qualitative, exploratory, and descriptive research approaches with the combination of a focus group and structured interview. A structured interview comprises a sequence of questions planned to prompt detailed answers or responses from the interviewee (Abdul-Rahman et al., [<reflink idref="bib1" id="ref39">1</reflink>]). Focus groups interview allows participants to give precise responses by expressing themselves satisfactorily enough for interviewers to gather sufficient information required for qualitative research (Rabiee, [<reflink idref="bib46" id="ref40">46</reflink>]).</p> <hd id="AN0182296566-5">Study sample & data collection process</hd> <p>Cluster convenience sampling based on the location of federal universities with OER institutional repositories in Nigeria was used to recruit participants for this study. Faculty from the University of Ilorin (North), the University of Nigeria (South-East), the University of Lagos, and the University of Ibadan (South-West) were contacted via email stating the purpose of the study. A total number of 40 faculty were contacted via email, requesting their availability for virtual interviews via Zoom or email interview, with a consent form guaranteeing their anonymity and their freedom to withdraw from the group at any time. To qualify as participants, the faculty must have used and developed at least one OER in the last 2 years and only 15 faculty responded to the email, 13 faculty opted for an online focus group interview via Zoom that lasted for 1<sups>1</sups>/<subs>2</subs>hrs while the remaining 2 faculty opted for an email interview that was designed with the Google Form link for easy accessibility.</p> <hd id="AN0182296566-6">Data analysis</hd> <p>The online interview was recorded and later transcribed into text while the email interview data was downloaded for data analysis. Responses were compiled for line-by-line coding using a qualitative data analysis software called NVivo 12, followed by the identification and merging of recurrent and related codes to form themes and subthemes with the thematic analysis method (Braun & Clarke, [<reflink idref="bib10" id="ref41">10</reflink>]).</p> <hd id="AN0182296566-7">Findings</hd> <p></p> <hd id="AN0182296566-8">Faculty interest in motivating students to create OER</hd> <p>To ascertain factors that can influence faculty interests in motivating students to create OER as part of OEP, participants were first asked about the extent of their interest with an additional follow-up question that asked why to establish the factors that can influence their decisions to motivate students to create OER. Three themes and sub-themes emerged based on the participants' claims and suggestions. Check Table 1 for some excerpts from faculty responses.</p> <p>Table 1. Faculty interest in motivating students to create OER.</p> <p> <ephtml> <table><thead><tr><td>Excerpts</td><td>Participants Code</td></tr></thead><tbody><tr><td><bold>Faculty Attitude</bold></td><td /></tr><tr><td>'Great extent because it is an avenue to display competency in what we've taught them by creating OER'.</td><td>(P1, M)</td></tr><tr><td>'To a large extent'.</td><td>(P2, F)</td></tr><tr><td>'To a great extent'.</td><td>(P3, F)</td></tr><tr><td>'To a great extent, I will be willing to motivate students'.</td><td>(P4, F)</td></tr><tr><td>'High extent'.</td><td>(P6, M)</td></tr><tr><td>'To a large extent'.</td><td>(P7, F)</td></tr><tr><td>'To a large extent'.</td><td>(P9, M)</td></tr><tr><td>'I'm highly interested'.</td><td>(P10, F)</td></tr><tr><td>'I'm willing to motivate my students to a greater extent'.</td><td>(P12, M)</td></tr><tr><td>'I'll be willing to motivate students that are also willing to develop OER'.</td><td>(P13, M)</td></tr><tr><td>'I'll motivate my students to create OER'.</td><td>(P14, F)</td></tr><tr><td>'I'll encourage them to create OER'.</td><td>(P15, F)</td></tr><tr><td><bold>Faculty-Centered Interests: Instructional & Research Purposes</bold></td><td /></tr><tr><td>'It's important to introduce the usage from the beginning of the student's program to the end for teaching, learning, and research'.</td><td>(P5, M)</td></tr><tr><td>'To a large extent, because it would provide engagement with the content and facilitators which would enhance learning'.</td><td>(P7, F)</td></tr><tr><td><bold>Students-Centered Interest: Career Advancement</bold></td><td /></tr><tr><td>'I'll motivate my students to create OER based on the fact that these materials can be added to their CVs as part of their personal academic achievements while in school and this will eventually add to their career advancement in both academic and professional life after school'.</td><td>(P14, F)</td></tr><tr><td><bold>Personal Development</bold></td><td /></tr><tr><td>'I'll encourage them to create OER because it will boost their personal development'.</td><td>(P15, F)</td></tr><tr><td>'To a large extent, because it would provide engagement with the content and facilitators which would enhance learning'.</td><td>(P7, F).</td></tr><tr><td><bold>University Reward System</bold></td><td /></tr><tr><td>'Giving OER creations as academic projects to students with the attachment of course points to the success of those projects will motivate students'.</td><td>(P13, M)</td></tr><tr><td>'I also believe that special recognition such as a digital badge by the university to the students that have developed quality OER will motivate others'.</td><td>(P15, F)</td></tr><tr><td><bold>Transfer of Learning</bold></td><td /></tr><tr><td>'To a great extent because it will help their cognitive creativity by means of transfer of learning'.</td><td>(P3, F)</td></tr><tr><td>'I believe it will assist them to apply what they've learned in class to develop educational materials for themselves and others'.</td><td>(P12, M)</td></tr><tr><td>'Great extent because it is an avenue to display competency in what we've taught them by creating OER'.</td><td>(P1, M)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182296566-9">Faculty attitude</hd> <p>Faculty attitude in this study symbolises the extent to which faculty possessed the energy and determination to motivate students to create OER as part of OEP. Based on the responses, it is evident that faculty showed positive attitudes towards motivating students to create OER as part of OEP. Positive faculty attitudes towards motivating students via some motivational strategies (Snook et al., [<reflink idref="bib50" id="ref42">50</reflink>]) is central to students' creativity (Huang, [<reflink idref="bib25" id="ref43">25</reflink>]).</p> <hd id="AN0182296566-10">Faculty-centered interests</hd> <p>Faculty-centred interest in this study refers to the benefits that faculty can derive from their interest in motivating students to create OER as an integral part of OEP. Instructional and research purpose is the subtheme that emerged from faculty-centred interests.</p> <hd id="AN0182296566-11">Instructional & research purposes</hd> <p>Faculty believed that the application of OER for instructional and research purposes can aid learners' engagement and interest in creating OER. Yassin and Jung's ([<reflink idref="bib58" id="ref44">58</reflink>]) analysis showed that instructors used OER mainly for three educational purposes; i.) promotion and maintenance of learners' interests in their respective fields, ii.) the quest for data required for learning, and iii.) development of learners' capabilities expected in the workforce.</p> <hd id="AN0182296566-12">Students-centered interest</hd> <p>Students-centred interest in this study refers to the benefits that students can derive from faculty interest in motivating them to create OER as an integral part of faculty OEP. According to the findings of Tillinghast ([<reflink idref="bib54" id="ref45">54</reflink>]), one of the core motivating factors stimulating faculty to apply OER and OEP is supporting students in both personal and career development.</p> <hd id="AN0182296566-13">Career advancement</hd> <p>Cohen and Corrado ([<reflink idref="bib14" id="ref46">14</reflink>]) referred to career advancement as an upward movement from a certain position in an organisation to another. As faculty, opportunities to promote the career advancement of students should be of great importance. OER creation can serve as one of those avenues for faculty to prepare students for career advancement.</p> <p>Career advancement as a student-centred interest that faculty claimed can influence their decision to motivate students to develop OER conforms with Adedoyin and Altinay's ([<reflink idref="bib2" id="ref47">2</reflink>])'s findings that supported career advancement when moderated by the academic level of students as a significant factor that can motivate university students to create OER.</p> <hd id="AN0182296566-14">Personal development</hd> <p>Miles ([<reflink idref="bib36" id="ref48">36</reflink>]) refers to personal development as looking inward and concentrating on means to improve oneself. It increases self-esteem, self-awareness, and the ability to fulfil self-aspirations. It can be mental, spiritual, social, emotional, or physical. For instance, students might engage in creative activities such as creative writing on a particular topic out of intellectual curiosity or for the joy of engaging in such activities to enhance their personal development. Since creativity entails the capability to breed and link concepts and construct frameworks to assess the value of concepts and latent explanations (Biggs, [<reflink idref="bib8" id="ref49">8</reflink>]), coupled with the fact that Ryan et al. ([<reflink idref="bib47" id="ref50">47</reflink>]) also recognised creativity as one of the outcomes of intrinsic motivation.</p> <p>Personal development as a significant factor that can influence their decision to motivate students to develop OER is in tandem with Adedoyin and Altinay's ([<reflink idref="bib2" id="ref51">2</reflink>]) results that backed students' personal development as a significant factor that can motivate university students to create OER. This result gave credence to the findings of Brown et al. ([<reflink idref="bib11" id="ref52">11</reflink>]) and Trust et al. ([<reflink idref="bib56" id="ref53">56</reflink>]) that OER development projects undertaken by students can support the development of students' research and essential skills for 21<sups>st</sups>-century success.</p> <hd id="AN0182296566-15">University reward system</hd> <p>This refers to the reward system of every institution to motivate OER developers and it can be a monetary or non-monetary reward. James et al. ([<reflink idref="bib29" id="ref54">29</reflink>]) examined the impacts of a rewards system on the performance of healthcare workers by evaluating the relationship between non-monetary and monetary rewards and the performance of healthcare workers, the results showed that monetary rewards had a positive effect on the performance of healthcare workers. On the other hand, non-monetary rewards had a negative impact on their performance. Faculty suggested that giving projects and assignments to students to create OER through project-based learning with non-monetary rewards such as course points and digital badges can motivate them to develop an interest in OER creation. This result supported Adedoyin and Altinay's ([<reflink idref="bib2" id="ref55">2</reflink>]) findings that marginally backed the reward system of universities as a significant factor that can motivate university students to create OER. It is important to note that</p> <hd id="AN0182296566-16">Transfer of learning</hd> <p>This refers to the application of previously learned skills and knowledge in critical thinking circumstances or new learning in such a way that similarities between actual and prior learning content and processes can assume a significant role. Some faculty believed that motivating students to create OER will promote the transfer of learning among students. Students usually fail to apply what they have learned about a phenomenon while trying to learn another involving an analogous phenomenon (Michael, [<reflink idref="bib35" id="ref56">35</reflink>]). This account for the lack of transfer of learning, and activities that promote the transfer of learning should be at the forefront of both formative and summative assessment of learners. Goldstone and Day ([<reflink idref="bib21" id="ref57">21</reflink>]) noted that the transfer of learning is certainly not a reflexive process that simply takes place yet one that needs active exertion concerning the student and the instructor to take place. Part of these active exertions includes creativity that will give room for the transfer of learning. Hardika's et al. ([<reflink idref="bib22" id="ref58">22</reflink>]) study described learning issues connected to efforts to intensify the creativity and autonomy of student learning by developing a transformative learning model in light of the value of transfer of learning that positions faculty as learning facilitators and understudies as the subject of learning.</p> <hd id="AN0182296566-17">Faculty interest in motivating students to use OER</hd> <p>To ascertain faculty interests in motivating students to use OER, participants were first asked about the extent of their interest with an additional follow-up question that asked why to establish the factors that will influence their decisions to motivate students to use OER. Four themes emerged based on the participants' claims and suggestions. Check Table 2 for some excerpts from faculty responses.</p> <p>Table 2. Faculty interest in motivating students to use OER.</p> <p> <ephtml> <table><thead><tr><td>Excerpts</td><td>Participants Code</td></tr></thead><tbody><tr><td><bold>Faculty Attitude</bold></td><td /></tr><tr><td>'To a reasonable extent, I will motivate my students to use OER'.</td><td>(P4, F)</td></tr><tr><td>'To a large extent because it will aid learners' engagement'.</td><td>(P2, F)</td></tr><tr><td>'To a great extent because OER is one of my research interests'.</td><td>(P3, F)</td></tr><tr><td>'My interest in promoting OER usage among students is on the greater side'.</td><td>(P14, F)</td></tr><tr><td>'To a greater extent'.</td><td>(P15, F)</td></tr><tr><td>'Great extent'.</td><td>(P1, M)</td></tr><tr><td><bold>Faculty Research Interest & Advocacy</bold></td><td /></tr><tr><td>'To a great extent because OER is one of my research interests and I believe in the efficacy and usefulness of OER to promote, teaching, learning, and research'.</td><td>(P3, F)</td></tr><tr><td>'To start with, I'm an advocate for OER in my school'.</td><td>(P12, M)</td></tr><tr><td>'My interest in promoting OER usage among students is on the greater side because I've used these materials in my classrooms and research'.</td><td>(P14, F)</td></tr><tr><td><bold>Academic Engagement</bold></td><td /></tr><tr><td>'To a reasonable extent, I will motivate my students to use OER materials to understand important concepts in their courses'.</td><td>(P4, F)</td></tr><tr><td>'To a large extent because it will aid learners' engagement. You know these materials are available in OER repositories but students will have to go search for them and get the right ones for themselves and this process helps to keep them engaged with academics'.</td><td>(P2, F)</td></tr><tr><td>'It could be used in every scope of the academic experience in school'.</td><td>(P5, M)</td></tr><tr><td>"The process of searching for OER themselves will keep the students engaged with their academics and locating these materials in repositories will also make them fulfilled.</td><td>(P15, F)</td></tr><tr><td><bold>Features of OER</bold></td><td /></tr><tr><td>'One major motivational feature of OER is the fact these materials are free to access and are available on the internet. I'll make them understand that quality OER will serve as a supplement for expensive textbooks'.</td><td>(P13, M)</td></tr><tr><td>'My interest in promoting OER usage among students is on the greater side because I've used these materials in my classrooms and I've always encouraged and I'll still do, that my students should trust these free materials. Because these materials are free does not mean that they are of low quality or cannot be used'.</td><td>(P14, F)</td></tr><tr><td>'To a greater extent because the process of searching for OER themselves will keep the students engaged with their academics and locating these materials in repositories will also make them fulfilled that they can get free materials for their education rather than buying textbooks'.</td><td>(P15, F)</td></tr><tr><td>'Great extent because these materials can replace the traditional textbooks that they pay to buy'.</td><td>(P1, M)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182296566-18">Faculty attitude</hd> <p>Faculty attitude refers to the extent to which faculty are determined and energised to motivate students to use OER. The responses indicated that faculty showed positive attitudes towards motivating students to use OER as part of OEP. The positive attitudes of faculty towards motivating students to use OER as part of OEP can be linked to OER awareness among faculty because the result of a recent study by Seman and Seaman ([<reflink idref="bib49" id="ref59">49</reflink>]) indicated an increasing level of OER awareness among faculty as well as adoption. Faculty positive attitudes towards the application of OER have been confirmed by studies such as Seman and Seaman ([<reflink idref="bib49" id="ref60">49</reflink>]), Karipi et al. ([<reflink idref="bib30" id="ref61">30</reflink>]), Ogunbodede et al. ([<reflink idref="bib40" id="ref62">40</reflink>]), etc. and this positive attitude can boost faculty motivation to influence students to use OER.</p> <hd id="AN0182296566-19">Faculty research interest & advocacy</hd> <p>Faculty research interest appears in faculty explorations as intermediary actions of both intrinsic and extrinsic motivation (Tien & Blackburn, [<reflink idref="bib53" id="ref63">53</reflink>]). For instance, faculty with research interest in OER will possibly be motivated to be interested in the application of OER for several purposes like research that might contribute to the career advancement of the faculty and this can also prompt additional support for OER by advocating for the utilisation and effectiveness of OER.</p> <hd id="AN0182296566-20">Academic engagement</hd> <p>Academic engagement refers to the state where learners profoundly plunge into learning activities, get emotionally and intellectually captivated by the instructional materials, and frequently relate with colleagues (Amerstorfer et al., 2021). According to Hattie ([<reflink idref="bib23" id="ref64">23</reflink>]), academic engagement is more than surface learning like memorisation of instructional content and satisfying course assessment criteria to accomplish a passing grade. OER as instructional materials has been found worthy to have positive effects on learner engagement (Kim et al., [<reflink idref="bib32" id="ref65">32</reflink>]) and learning outcomes (Baker & Sibona, [<reflink idref="bib6" id="ref66">6</reflink>]).</p> <hd id="AN0182296566-21">Features of OER</hd> <p>Features of OER refer to the core attributes of OER such as free access and availability, revision, reusability, remixing, redistribution, etc. From all these characteristics, the most significant part that the faculty pinpointed is the openness that concentrated on free access and availability of OER as the major motivational factor that can motivate students to use OER.</p> <p>Some faculty made references to the free access, availability, and quality of OER as part of the major motivational factors for their interest in motivating students to use OER. These responses are not surprising because OER are generally perceived as the gateway to access open pedagogical opportunities at all levels (Cannell et al., [<reflink idref="bib13" id="ref67">13</reflink>]). As indicated in the findings of Adedoyin and Altinay ([<reflink idref="bib2" id="ref68">2</reflink>]), zero price accessibility and availability which addressed free access and availability (i.e. openness), perceived usefulness that covered the quality of OER, and perceived ease of use that covered revision, reusability, remixing, redistribution features of OER can serve as significant motivational elements for faculty interests in motivating university students' OER usage.</p> <hd id="AN0182296566-22">Strategies for promoting the culture of OER creation among students</hd> <p>To establish strategies that can promote the culture of OER creation among students, participants were asked about how the culture of OER creation can be promoted among students. Five themes emerged based on the participants' claims and suggestions. Check Table 3 for some excerpts from faculty responses.</p> <p>Table 3. Strategies for promoting the culture of OER creation among students.</p> <p> <ephtml> <table><thead><tr><td>Excerpts</td><td>Participants Code</td></tr></thead><tbody><tr><td><bold>Willingness to Motivate Students to Create OER</bold></td><td /></tr><tr><td>'Lecturers must also be willing to devote time and energy to this course because if they do, students will definitely be interested as well'.</td><td>(P15, F)</td></tr><tr><td>'Students may not know how to create OER and lecturers must be willing to take them through the process'.</td><td>(P3, F)</td></tr><tr><td>'Of course, some of the students might have an interest in creative activities but faculty should be willing to teach them how to do it'</td><td>(P10, M)</td></tr><tr><td><bold>Application of OER</bold></td><td /></tr><tr><td>'They can be exposed to how OER can be created, designed and uploaded, and used. Besides, OER must be used to teach the students and at the same time, they must be regularly referred to the OER link for assignments and projects'.</td><td>(P3, F)</td></tr><tr><td>'The culture of OER creation can be promoted among students by giving them assignments and projects that will increase their digital competence by using OER and these assignments and projects should be submitted in digital form'.</td><td>(P4, F)</td></tr><tr><td>'By giving regular assignments and projects that will make students use the digital knowledge through the medium'.</td><td>(P5, M)</td></tr><tr><td>'Faculty must be empowered to create them and use them with students, so they can observe the value of creation and use'.</td><td>(P7, F)</td></tr><tr><td><bold>OER Development Awareness & Training</bold></td><td /></tr><tr><td>'I think the culture of OER creation can be promoted among students by training students on OER development'.</td><td>(P12, M)</td></tr><tr><td>'Instructors can promote the culture of OER creation among students by organising creative writing seminars and workshops for students'.</td><td>(P13, M)</td></tr><tr><td>'This can be achieved by voluntary training of students on the OER development process that will cover the content, quality assurance, and creative commons'.</td><td>(P14, F)</td></tr><tr><td>'There is a need for more awareness of the availability of OER to students'.</td><td>(P9, M)</td></tr><tr><td><bold>Provision of Infrastructural and Motivational Supports</bold></td><td /></tr><tr><td>'By providing free digital devices and internet access for the students'.</td><td>(P10, F)</td></tr><tr><td>'Encouraging students that are academically sound to be well acquainted with digital knowledge to create digital materials since OER are mainly digital resources. Encouraging creative writing among students can also assist to build the culture of OER creation among students'.</td><td>(P15, F)</td></tr><tr><td>'Through teaching them the benefits of creating OER and giving them multiple sources (i.e. repositories) to work with'.</td><td>(P11, M)</td></tr><tr><td>'The faculty must be empowered to create them and use them with students, so they can observe the value of creation and use'.</td><td>(P7, F)</td></tr><tr><td>'Giving OER creations as academic projects to students with the attachment of course points to the success of those projects will motivate students. I also believe that special recognition by the university to the students that have developed quality OER will motivate them'.</td><td>(P13, M)</td></tr><tr><td><bold>Digital Competence</bold></td><td /></tr><tr><td>'The culture of OER creation can be promoted among students by giving them assignments and projects that will increase their digital competence by using OER and these assignments and projects should be submitted in digital form'.</td><td>(P4, F)</td></tr><tr><td>"Encouraging students that are academically sound to be well acquainted with digital knowledge to create digital materials since OER are mainly digital resources.</td><td>(P15)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182296566-23">Willingness to motivate students to create OER</hd> <p>One major theme associated with faculty interest in promoting the culture of OER creation among students is the willingness to participate in the process. Participation means taking part, and the essence of it is engagement and motivation (Khoshdel & Bakhshan, [<reflink idref="bib31" id="ref69">31</reflink>]). The willingness to participate refers to the conscious and intentional readiness of faculty to take part in motivating students by sacrificing their time, talent, treasure, etc., to develop OER.</p> <p>Participation has been one of the conventional strategies applied by policymakers to imbue motivation in individuals (Khoshdel & Bakhshan, [<reflink idref="bib31" id="ref70">31</reflink>]). This result is predictable based on Afzal et al. ([<reflink idref="bib3" id="ref71">3</reflink>]) established relationship between motivation and academic achievement that also covered students' creativity. Students as OER users have always been the norm, and the change in the narrative to start seeing students as developers of OER is a novel area that required faculty wilful participation to accomplish.</p> <hd id="AN0182296566-24">Application of OER</hd> <p>Application of OER referred to the usage of OER for several purposes that covered teaching, learning, learners' engagements, students' projects, assignments, etc. One of the major benefits of applying OER for instructional purposes highlighted by Stokes ([<reflink idref="bib51" id="ref72">51</reflink>] is the possibility for faculty to use OER development as academic assignments for students. This automatically creates avenues for students to make contributions to the academic discourse community when faculty apply OER development as an assignment or academic task for students.</p> <hd id="AN0182296566-25">OER development awareness & training</hd> <p>Some faculty were of the view that organising OER development awareness and training through seminars, conferences, workshops, etc., for students will promote the culture of OER creation among students. Initially, Petrich ([<reflink idref="bib45" id="ref73">45</reflink>]) cited the lack of awareness and training on OER as part of the major issues militating against OER.</p> <hd id="AN0182296566-26">Provision of infrastructural and motivational supports</hd> <p>The provision of infrastructural supports such as multiple OER repositories, free digital devices, internet access, etc., for students, can promote the culture of OER creation among students. Some faculty noted that motivational supports such as the motivation of academically competent students, stimulation of students to engage in creative writing, course points attachment to OER developed by students, and university recognition and award for student developers can promote the culture of OER creation among students.</p> <p>There is no negation that OER adoption and development are dependent on the availability of several infrastructures like IT, PCs, the internet, repositories, etc. and the case is not odd for students as well, because OER are majorly e-resources (Hylén et al., [<reflink idref="bib27" id="ref74">27</reflink>]). It has been noted by faculty in this study that the provision of those infrastructures can promote the culture of OER creation among students. Another theme faculty noted under this theme is motivational support that includes course points and university recognition and award for OER developers that are students.</p> <hd id="AN0182296566-27">Digital competence</hd> <p>Digital competence has turned into a significant idea in the debate on the types of abilities and skills that individuals should possess in our contemporary knowledge world (i.e. knowledge society (Ilomäki et al., [<reflink idref="bib28" id="ref75">28</reflink>]). To promote the culture of OER creation among students, some faculty suggested that attention should be shifted to academic projects and assignments that can increase the digital competence of students.</p> <p>Several studies have supported the significant correlation between the digital competence of learners and the use of the digital library (Omotayo & Haliru, [<reflink idref="bib41" id="ref76">41</reflink>]), employability (Pažur Aničić et al., [<reflink idref="bib43" id="ref77">43</reflink>]), student performance and collaboration (Bawack & Kamdjoug, [<reflink idref="bib7" id="ref78">7</reflink>]), and students' e-creativity (Oskina & Darinskaia, [<reflink idref="bib42" id="ref79">42</reflink>]). The fact that digital competence serves as motivation to partake in the digital culture and promotes students' e-creativity gives credence to faculty claims that an increase in the digital competence of students by giving them academic projects and activities that will increase their digital competence can promote the culture of OER development among students.</p> <hd id="AN0182296566-28">Strategies for promoting the culture of OER usage among students</hd> <p>To establish strategies that can promote the culture of OER usage among students, participants were asked about how the culture of OER usage can be promoted among students. Four themes were identified based on the participants' claims and suggestions. Check Table 4 for some excerpts where faculty responses supported all the themes.</p> <p>Table 4. Strategies for promoting the culture of OER usage among students.</p> <p> <ephtml> <table><thead><tr><td>Excerpts</td><td>Participants Code</td></tr></thead><tbody><tr><td><bold>Collaborative Application of OER</bold></td><td /></tr><tr><td>'By encouraging both individual and team assignments and projects among students'.</td><td>(P5, M)</td></tr><tr><td>'Giving them relevant assignments after collaborative usage of OER with students in class'.</td><td>(P10, M)</td></tr><tr><td>'Students collaborating with faculty to use them'.</td><td>(P8, M)</td></tr><tr><td>'This can be achieved by integrating OER into the teaching and learning process'.</td><td>(P9, M)</td></tr><tr><td><bold>Compulsory & Consistent Application of OER</bold></td><td /></tr><tr><td>'The culture of OER usage can be promoted among students through consistent use of OER and repositories'.</td><td>(P11, M)</td></tr><tr><td>'The culture of OER usage can be promoted among students by giving the students reading assignments that would compel them to read OER materials'.</td><td>(P4, F)</td></tr><tr><td>'Lecturers should regularly refer students to OER links and repositories for projects and assignments'.</td><td>(P3, F)</td></tr><tr><td>'Continuous use of OER will encourage students to continue its application'.</td><td>(P8, M)</td></tr><tr><td><bold>Awareness & Training on OER</bold></td><td /></tr><tr><td>'I think the culture of OER usage can be promoted among students by creating awareness of the effectiveness of OER'.</td><td>(P12, M)</td></tr><tr><td>'Through awareness campaign on the benefits of OER among students and the lecturers too should apply OER as instructional material for the students to understand how to use OER'.</td><td>(P13, M)</td></tr><tr><td>'Teaching the students how to locate those materials, and apply them effectively for educational purposes'.</td><td>(P15, F)</td></tr><tr><td><bold>Provision of Infrastructural and Motivational Supports</bold></td><td /></tr><tr><td>'Internet access must be freely provided for the students'.</td><td>(P1, M)</td></tr><tr><td>'Providing the enabling facilities such as free laptops and internet access'.</td><td>(P2, F)</td></tr><tr><td>'Using open textbooks and giving institutional recognition awards such as e-badge to OER users who are students for their consistent use of the OER institutional repository'.</td><td>(P14, F)</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182296566-29">Collaborative application of OER</hd> <p>Some faculty suggested that collaborative usage of OER that include faculty-student usage for instructional purposes and student-to-student collaborative usage for peer learning, course projects, and assignments can promote the culture of OER usage among students.</p> <hd id="AN0182296566-30">Compulsory & consistent application of OER</hd> <p>Compulsory and consistent use of OER which indicates regular and obligatory use of OER by both faculty and students can promote the culture of OER application among students. According to UNESCO ([<reflink idref="bib57" id="ref80">57</reflink>]) recommendations on OER, it was unambiguously stated that practical utilisation of OER in combination with proper teaching methods, well-planned learning objects, and a variety of learning exercises, can give a more extensive scope of creative educational opportunities to engage both the students and instructors to turn out to be more dynamic participants in teaching and learning processes and developers of content as participants of inclusive and diverse knowledge communities.</p> <hd id="AN0182296566-31">Awareness & training on OER</hd> <p>Creating awareness about the benefits and effectiveness of OER and as well as training students on how to locate OER in repositories and effectively apply them for educational purposes can promote the culture of OER application among students. According to Elf et al. ([<reflink idref="bib20" id="ref81">20</reflink>]), the negative comments given by students on the application of OER were the difficulty in locating those materials and the absence of certain information and support that will assist them in the effective application of OER for educational purposes. It is a different situation for students that are not aware of the effectiveness of OER for educational purposes. Awareness about the benefits of using OER should be undertaken by faculty and all concerned stakeholders while adequate training should also be given to students on how to locate these materials and apply them effectively for educational purposes. This might influence continuous usage that can promote the culture of OER usage among students.</p> <hd id="AN0182296566-32">Provision of infrastructural and motivational supports</hd> <p>Some faculty believed that necessary infrastructures and motivations must be provided to promote the culture of OER usage among students. These faculty highlighted free internet access, laptops, and using of open textbooks as part of the infrastructural aid that can be provided to promote the culture of OER usage among students. Another significant addition made by a faculty member was the issuance of e-badge to students for their consistent use of the institutional repositories. This suggests that giving students digital badges in recognition of their consistent use of institutional repositories can stimulate consistent use of OER among students.</p> <hd id="AN0182296566-33">Conclusion</hd> <p>This study evaluated faculty interest in motivating students to create and use OER by focusing on fourfederal universities with institutional OER repositories in Nigeria. Findings from this study indicated that faculty have positive attitudes and willingness to motivate students to create and use OER. Some faculty gave diverse motivational factors that are faculty-centred and student-centred that can influence their interest in motivating students to create and use OER as well as motivational strategies through which the culture of OER usage and development can be promoted among students. There is a consensus that faculty are not only interested in motivating students to create and use OER but they are also willing to promote the culture of OER usage and development as part of their OEP. Hence, OER policymakers and institutions should focus on leveraging the willingness of faculty to motivate students and promote the culture of OER development and application because students should not be confined to the consumer section of OER but be recognised as partners in OER and OEP movements.</p> <hd id="AN0182296566-34">Implications for practice and policy</hd> <p>The connection between faculty and students as partners in OER and OEP movements has been established via the faculty's positive attitudes and willingness to motivate learners to use and create OER. The formation of motivational strategies that can be applied to promote the culture of OER creation and usage has been established. The formation of motivational factors that can influence faculty interests in motivating students to create and use OER has been recognised. The need for OER policymakers and institutions to leverage the willingness of faculty to motivate students to create and use OER has also been established.</p> <hd id="AN0182296566-35">Limitations & suggestions for future studies</hd> <p>The findings of this study should be applied carefully because of the limitations of the study which include data collection restrictions to only four Nigerian universities and 15 participants that are already favourably disposed towards OER and this may have influenced some of the findings of this study. However, this should not serve as a barrier to the applicability of the findings of this study outside Nigeria. It is also essential to note faculty might possess similar or diverse attributes that can be predisposed to technological advancement, cultural dimensions, and pedagogical philosophy. 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International Journal on Open and Distance E-Learning, 7 (2), 99 – 116.</bibtext> </blist> </ref> <aug> <p>By Olasile Babatunde Adedoyin; Fahriye Altinay; Zehra Altinay; Rustam Shadiev; Mert Baştaş and Gokmen Dagli</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> <p></p> <p>Olasile Babatunde Adedoyin bagged his Ph.D. in Computer Education and Instructional Technologies at Near East University and he is currently working at the University of Kyrenia.</p> <p>Fahriye Altinay is the Chair of the Department of Computer Education and Instructional Technologies at Near East University.</p> <p>Zehra Altinay is the Director of the Societal Research and Development Center at Near East University.</p> <p>Rustam Shadiev is currently a faculty member at the College of Education, Zhejiang University.</p> <p>Mert Baştaş is currently the Vice Dean of Faculty of Education, at Near East University.</p> <p>Gokmen Dagli f is currently the Dean of Faculty of Education, at the University of Kyrenia.</p> </aug> <nolink nlid="nl1" bibid="bib57" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib38" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib37" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib19" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib16" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib39" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib55" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib56" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib34" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib48" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib11" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib12" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib18" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib24" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib26" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib33" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib52" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib44" firstref="ref33"></nolink> <nolink nlid="nl21" bibid="bib46" firstref="ref40"></nolink> <nolink nlid="nl22" bibid="bib10" firstref="ref41"></nolink> <nolink nlid="nl23" bibid="bib50" firstref="ref42"></nolink> <nolink nlid="nl24" bibid="bib25" firstref="ref43"></nolink> <nolink nlid="nl25" bibid="bib58" firstref="ref44"></nolink> <nolink nlid="nl26" bibid="bib54" firstref="ref45"></nolink> <nolink nlid="nl27" bibid="bib14" firstref="ref46"></nolink> <nolink nlid="nl28" bibid="bib36" firstref="ref48"></nolink> <nolink nlid="nl29" bibid="bib47" firstref="ref50"></nolink> <nolink nlid="nl30" bibid="bib29" firstref="ref54"></nolink> <nolink nlid="nl31" bibid="bib35" firstref="ref56"></nolink> <nolink nlid="nl32" bibid="bib21" firstref="ref57"></nolink> <nolink nlid="nl33" bibid="bib22" firstref="ref58"></nolink> <nolink nlid="nl34" bibid="bib49" firstref="ref59"></nolink> <nolink nlid="nl35" bibid="bib30" firstref="ref61"></nolink> <nolink nlid="nl36" bibid="bib40" firstref="ref62"></nolink> <nolink nlid="nl37" bibid="bib53" firstref="ref63"></nolink> <nolink nlid="nl38" bibid="bib23" firstref="ref64"></nolink> <nolink nlid="nl39" bibid="bib32" firstref="ref65"></nolink> <nolink nlid="nl40" bibid="bib13" firstref="ref67"></nolink> <nolink nlid="nl41" bibid="bib31" firstref="ref69"></nolink> <nolink nlid="nl42" bibid="bib51" firstref="ref72"></nolink> <nolink nlid="nl43" bibid="bib45" firstref="ref73"></nolink> <nolink nlid="nl44" bibid="bib27" firstref="ref74"></nolink> <nolink nlid="nl45" bibid="bib28" firstref="ref75"></nolink> <nolink nlid="nl46" bibid="bib41" firstref="ref76"></nolink> <nolink nlid="nl47" bibid="bib43" firstref="ref77"></nolink> <nolink nlid="nl48" bibid="bib42" firstref="ref79"></nolink> <nolink nlid="nl49" bibid="bib20" firstref="ref81"></nolink>
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  Data: Open Educational Resources: Qualitative Evaluation of Faculty Interest in Motivating Students to Create and Use
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  Group: Lang
  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Olasile+Babatunde+Adedoyin%22">Olasile Babatunde Adedoyin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0166-2383">0000-0003-0166-2383</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fahriye+Altinay%22">Fahriye Altinay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3861-6447">0000-0002-3861-6447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zehra+Altinay%22">Zehra Altinay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6786-6787">0000-0002-6786-6787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rustam+Shadiev%22">Rustam Shadiev</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5571-1158">0000-0001-5571-1158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mert+Bastas%22">Mert Bastas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5149-5451">0000-0001-5149-5451</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gokmen+Dagli%22">Gokmen Dagli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4416-8310">0000-0002-4416-8310</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Innovations+in+Education+and+Teaching+International%22"><i>Innovations in Education and Teaching International</i></searchLink>. 2025 62(1):216-232.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Label: Page Count
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  Data: 17
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Interests%22">Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14703297.2023.2271493
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  Label: ISSN
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  Data: 1470-3297<br />1470-3300
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Increasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER and Open Educational Practices. The motivational roles of faculty in motivating learners to create, use, and promote OER usage and development culture among students have not been established. This research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among students of some selected universities. Findings from this study indicated that faculty showed positive attitudes towards motivating students to create and use OER. Some faculty gave several motivational factors that can influence their interest in motivating students to create and use OER and strategies for promoting the culture of OER usage and development among university students.
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  Label: Entry Date
  Group: Date
  Data: 2025
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  Label: Accession Number
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  Data: EJ1457976
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        PageCount: 17
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      – SubjectFull: Open Educational Resources
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Interests
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Motivation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Nigeria
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      – TitleFull: Open Educational Resources: Qualitative Evaluation of Faculty Interest in Motivating Students to Create and Use
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