The document summarizes a study on readiness for open educational resources (OER) in Hong Kong. It finds that while Hong Kong has well-developed technology infrastructure, tertiary students have limited awareness and experience using OER. Most are only familiar with Wikipedia. There is a lack of instructional and institutional support for OER, hindering the development of students' readiness. Readiness is also inadequate among other education stakeholders like teachers. The study concludes overall OER environment in Hong Kong remains at an early stage of development.

1. Dr. K. C. Li, Director, University Research Centre
Dr. K. S. Yuen, Director, Educational Technology and Publishing Unit
The Open University of Hong Kong
Readiness for Open
Educational Resources:
A Study of Hong Kong
1
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014

2. 2
1.1 Technology Environment in Hong Kong
1.2 OER Environment in Hong Kong
1.3 Factors affecting user readiness for OER

3. Population: 7.17 million
1,085 km2
193 internet
service provider
Household broadband
penetration rate: 83.2%
ICT infrastructure
in all schools
Mobile subscriber
penetration rate:
238.6%
72.7% mobile
subscriber accounts
using 2.5G, 3G or 4G
mobile data network
Technology Environment in Hong Kong
3

4. OER Environment in Hong Kong
4
43.6% of teaching staff in
school often use the
resources in class
21.1% have ever produced
OER as teaching or
learning resources

5. The Open University of Hong Kong: Open Textbooks for Hong Kong
Source: The Open University of Hong Kong, 2014
http://www.opentextbooks.org.hk/
1. Open Textbooks
5
OER Environment in Hong Kong
(Example)

6. The Open University of Hong Kong: Free Courseware Website
Source: The Open University of Hong Kong, 2013
http://freecourseware.ouhk.edu.hk
2. Open Courseware
6
OER Environment in Hong Kong
(Example)

7. The Open University of Hong Kong: iTunesU
Source: The Open University of Hong Kong, 2013
http://itunesu.ouhk.edu.hk
2. Open courseware
7
OER Environment in Hong Kong
(Example)

8. Source: Coursera, 2014
https://www.coursera.org/hkust
3. MOOC
8
The Hong Kong University of Science and Technology: MOOC
OER Environment in Hong Kong
(Example)

9. Source: Coursera, 2014
https://www.coursera.org/cuhk
3. MOOC
9
The Chinese University of Hong Kong: MOOC
OER Environment in Hong Kong
(Example)

10. 10
Major barriers hindering the use of OER among
teachers in tertiary institutions :
(1) limited degree of openness for most OER in Hong
Kong, especially relating to copyright issues;
(2) lack of institutional policy support for the
development and use of OER as teaching and
learning resources; and
(3) time and effort required to locate or produce
quality OER.
OER Environment in Hong Kong

11. Factors affecting user readiness for OER
- Network infrastructure
- Awareness of the existence of OER
- Knowledge about copyright and intellectual
property issues
11
OER

12. 12
2.1 Theoretical Framework
2.2 Survey on Tertiary Student Readiness for OER
2.3 Conclusion

13. Theoretical Framework
The unified theory of
acceptance and use of
technology (UTAUT) model
(Venkatesh et al., 2003)
Theory of
reasoned
action (TRA)
Motivation
model
(MM)
Theory of
planned
behaviour (TPB)
Combined theory
of TPB and TAM
(C-TPB-TAM)
Model of PC
utilization
(MPCU)
Innovation
diffusion
theory (IDT)
Social
cognitive
theory (SCT)
Technology
acceptance
model (TAM)
13

14. Social
Influence
Performance
Expectancy
Effort
Expectancy
Facilitating
Conditions
Behavioural
Intension
Actual
Behaviour
Experience
Adapted UTAUT Model for This Study
Theoretical Framework
14
Source: Venkatesh et al., 2003

15. the degree of ease associated with locating, adapting, using
and contributing to OER
the degree to which an individual believes that
using/contributing to OER will help him or her gain benefits
from some sorts of performance (e.g. teaching or learning)
Performance Expectancy
Effort Expectancy
Adapted UTAUT Model for This Study
Theoretical Framework
15

16. the degree to which an individual believes that
organizational support or technical infrastructure exists for
the use/contribution of OER
the degree to which an individual perceives the people who
are important to him or her believe that he or she should
use/contribute to OER
Social Influence
Facilitating Conditions
Adapted UTAUT Model for This Study
Theoretical Framework
16

17. Survey on Tertiary Student
Readiness for OER
The Questionnaire :
- adopted from Venkatesh et al. (2003) which is developed
based on UTAUT model;
- modified by rewording items to suit the context of the study;
- added items to cover students’ familiarity and knowledge of
ICT; and
- was piloted on 42 full-time undergraduate students from
different disciplines.
17

18. Survey on Tertiary Student
Readiness for OER
Sample of the Questionnaire
18

19. Respondents indicated that they are familiar (self-rated
as good or excellent) with following computer tools
Social media 78.1%
Email 64.3%
Search engine 54.8%
Word processing 52.4%
Presentation software 45.2%
PC operation 42.9%
Editing of video 16.7%
Editing of webpage 16.7%
Editing of image 11.9%
19
Survey on Tertiary Student
Readiness for OER
Findings
Most of the
respondents are familiar
with internet tools

20. Survey on Tertiary Student
Readiness for OER
Findings
20
Respondents’ Degree of awareness towards OER
Limited degree
of awareness
towards OER

21. Survey on Tertiary Student
Readiness for OER
Findings
21
Common types of OER that Respondents frequently use
(above 15 times in past three months)
Wikipedia 40.5%
Online Dictionary 21.4%
Youtube EDU 7.1%
Wikibook 4.8%
MOOC 2.4%
Free Coureseware 2.4%
Most respondents only frequently use Wikipedia

22. Survey on Tertiary Student
Readiness for OER
Findings
22
Common types of OER that Respondents never use
MOOC 76.2%
Free Coureseware 57.1%
Youtube EDU 42.9%
Wikibook 42.9%
Online Dictionary 11.9%
Wikipedia 4.8%
Majority of them never use the above types of OER

23. Social
Influence
Performance
Expectancy
Effort
Expectancy
Facilitating
Conditions
Intension to
use OER
Actual Use
of OER
Experience
UTAUT Model
23
Survey on Tertiary Student
Readiness for OER
Findings of Spearman correlation:
0.383
0.510
0.418
0.046
Source: Venkatesh et al., 2003

24. Survey on Tertiary Student
Readiness for OER
Findings
24
Respondents indicated that they are familiar in
Editing of video 16.7%
Editing of webpage 16.7%
Editing of image 11.9%
Revision of OER 4.8%
Relatively low level of computer literacy of
editing webpage, image and video.

25. Conclusion
• Well developed technological and network infrastructure
in the territory
− most tertiary students have high computer literacy on using
online tools and resources
• Limited familiarity and experience of students in OER
− OER are seldom advised or used by instructors in their
teaching
• Lack of instructional and institutional support
− hinders the development of students’ readiness
• Inadequate readiness of other stakeholders in the
education sector
− e.g. teachers, instructional designers and institutions
25

26. 26
http://aaou2014.ouhk.edu.hk/
AAOU 2014 28–30 October 2014
Hong Kong

27. Thank You
Q & A
27
Thank You
Q & A