Abstracts
Abstract
This study aimed to address the teaching readiness issues of OpenCourseWare (OCW). Specifically, the research goal was to examine Taiwanese college faculty members’ level of teaching readiness for OCW via a questionnaire named “Teaching Readiness Scale for OCW” (TRS-OCW). A total of 142 Taiwanese college faculty members both with and without OCW teaching experience participated in this study. The results showed that faculty members with OCW teaching experience had significantly higher readiness levels in the factors of perception of administrative support, personal characteristics, and OCW recognition when compared to faculty members without OCW teaching experience. Male faculty members with OCW teaching experience had higher readiness than female faculty members with OCW teaching experience in the OCW recognition factor. Moreover, the job position of OCW-experienced faculty did not make a difference in any readiness factor. Finally, perceived administrative support was the only significant predictor of the willingness of college faculty without OCW teaching experience to provide OCW in the future.
Keywords:
- teaching readiness,
- OpenCourseWare (OCW),
- college faculty,
- comparative study
Download the article in PDF to read it.
Download
Appendices
Bibliography
- Barrett, B. F. D., Grover, V. I., Janowski, T., van Lavieren, H., Ojo, A., & Schmidt, P. (2009). Challenges in the adoption and use of OpenCourseWare: Experience of the United Nations University. Open Learning: The Journal of Open, Distance and e-Learning, 24(1), 31-38. https://doi.org/10.1080/02680510802627803
- Broos, A. (2005). Gender and information and communication technologies (ICT) anxiety: Male self-assurance and female hesitation. CyberPsychology & Behavior, 8(1), 21-31. https://doi.org/10.1089/cpb.2005.8.21
- Carson, S. (2009). The unwalled garden: Growth of the OpenCourseWare consortium, 2001-2008. Open Learning: The Journal of Open, Distance and e-Learning, 24(1), 23-29. https://doi.org/10.1080/02680510802627787
- Chou, C., Hung, M.-L., & Wei, H.-C. (2011, November). Are you ready to open your classroom? Taiwan college faculty’s attitudes toward and concerns about OCW [Paper presentation]. 3rd Asia Regional OpenCourseWare and Open Education Conference 2011 (AROOC 2011), Meiji University, Tokyo, Japan. http://www.jocw.jp/AROOC2011/papers/paper_6.pdf
- Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104. https://doi.org/10.1037/0021-9010.78.1.98
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
- Downes, S. (2007). Models for sustainable open educational resources. Interdisciplinary Journal of E-Learning and Learning Objects, 3(1), 29-44. http://www.ijklo.org/Volume3/IJKLOv3p029-044Downes.pdf
- Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 55(4), 3-13. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
- Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270-284. https://doi.org/10.1016/j.compedu.2016.01.014
- Keramati, A., Afshari-Mofrad, M., & Kamrani, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919-1929. https://doi.org/10.1016/j.compedu.2011.04.005
- Law, T. J. (2021). Online teaching: Everything you need to know in 2021. Oberlo. https://www.oberlo.com/blog/online-teaching
- Lin, Y.-J., & Wang, H.-C. (2018). Using enhanced OER videos to facilitate English L2 learners’ multicultural competence. Computers & Education, 125, 74-85. https://doi.org/10.1016/j.compedu.2018.06.005
- Lowenthal, P. R., Nyland, R., Jung, E., Dunlap, J. C., & Kepka, J. (2019). Does class size matter? An exploration into faculty perceptions of teaching high-enrollment online courses. American Journal of Distance Education, 1-17. https://doi.org/10.1080/08923647.2019.1610262
- Lowenthal, P. R., Snelson, C., & Perkins, R. (2018). Teaching massive, open, online, courses (MOOCs): Tales from the front line. International Review of Research in Open and Distributed Learning, 19(3), 1-19. https://doi.org/10.19173/irrodl.v19i3.3505
- Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184-205. https://doi.org/10.24059/olj.v23i1.1329
- MITOpenCourseWare (2018). Monthly reports. https://ocw.mit.edu/about/site-statistics/monthly-reports/MITOCW_DB_2018_09_v1.pdf
- Nahhas, S., Bamasag, O., Khemakhem, M., & Bajnaid, N. (2018, April). Linked data approach to mutually enrich traditional education resources with global open education [Paper presentation]. 2018 1st International Conference on Computer Applications & Information Security (ICCAIS), Riyadh, Saudi Arabia. https://ieeexplore.ieee.org/document/8441941
- Open Education Consortium (n.d.). About the open education consortium. https://www.oeconsortium.org/about-oec/
- Orr, R., Williams, M. R., & Pennington, K. (2009). Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), 257-268. https://doi.org/10.1007/s10755-009-9111-6
- Paskevicius, M., Veletsianos, G., & Kimmons, R. (2018). Content is king: An analysis of how the Twitter discourse surrounding open education unfolded from 2009 to 2016. The International Review of Research in Open and Distributed Learning, 19(1), 116-137. https://doi.org/10.19173/irrodl.v19i1.3267
- Piedra, N., Jorge López, J. C., & Tovar, E. (2015). Seeking open educational resources to compose massive open online courses in engineering education an approach based on linked open data. Journal of Universal Computer Science, 21(5), 679-711. https://doi.org/10.3217/jucs-021-05-0679
- Rolfe, V. (2012). Open educational resources: Staff attitudes and awareness. Research in Learning Technology, 20. https://doi.org/10.3402/rlt.v20i0.14395
- Sheu, F.-R., & Shih, M. (2017). Evaluating NTU’s OpenCourseWare project with Google analytics: User characteristics, course preferences, and usage patterns. The International Review of Research in Open and Distributed Learning, 18(4), 100-122. https://doi.org/10.19173/irrodl.v18i4.3025
- Taber, K. S. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
- Taiwan Open Course and Education Consortium (n.d.). Taiwan Open Course and Education Consortium. https://www.tocec.org.tw/web/about.jsp?about_id=1
- Wang, C.-H., Chen, C.-P., & Hu, S.-Z. (2013). A case study of the factors affecting public university faculty’s participation in OpenCourseWare. Journal of Educational Media & Library Sciences, 51(1), 131-161. https://doi.org/10.6120/JoEMLS.2013.511/0566.RS.CM
- Wu, Y.-T., & Tsai, C.-C. (2006). University students’ Internet attitudes and Internet self-efficacy: A study at three universities in Taiwan. CyberPsychology & Behavior, 9(4), 441-450. https://doi.org/10.1089/cpb.2006.9.441
- Zheng, S., Wisniewski, P., Rosson, M. B., & Carroll, J. M. (2016, February). Ask the instructors: Motivations and challenges of teaching Massive Open Online Courses [Paper presentation]. CSCW’16: Computer Supported Cooperative Work and Social Computing, San Francisco, California, USA. https://doi.org/10.1145/2818048.2820082