A path analysis of educator perceptions of open educational resources using the technology acceptance model

摘要: Open educational resources (OER) are making their way into a variety of contexts from formal lesson planning to just in time learning. Educators and training professionals have been recognized as an important audience for these materials. The concepts self - efficacy outcome judgment social cognitive learning theory serve theoretical constructs measure educator perceptions OER. This study uses path analysis, based on the technology acceptance model, understand adoption by this with particular emphasis self-efficacy. Among participants, three main groups were identified: K-12 educators, higher education professionals, those involved workplace training. A discriminant function analysis found that educators stood out finding OER relevant improving practice. Recommendations made regards easy use designs improve application self-efficacy instructional messaging future educators.