This study aims to examine students' use of open educational resources (OER) via learning management systems and identify the factors that influence their behavioral intention to use OER. It will employ the Unified Theory of Acceptance and Use of Technology (UTAUT) model to measure how performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and habit impact students' behavioral intention and actual use of OER. The research will involve surveying undergraduate students at University of Malaya about their OER usage via the university's learning management system.

1. Presented by:
Noor-Ul-ain

2.  Information technology has brought several changes in higher
education by modifying earlier concepts of learning
(Hassanzadeh, Kanaani, & Elahi, 2012).
 Learning management system is a web-based application that
deals with all aspects of course content in Open Educational
Resources (OER) through a single web-based interface.
 OER is a beneficial source of information for the both
students and instructors, to fulfill their learning and teaching
demands by using LMS as useful medium.

3.  It facilitates students to access OER such as course content,
online readings, electronic books, videos, tests/quizzes.
 The aim of this study is to determine student’s behavioural
intention towards OER content within the LMS and its use by
employing the Unified Theory of Acceptance and Use of
Technology.

4.  Performance expectancy - The degree to which an individual
believes that using the system will help him or her to attain
gains in job performance(Venkatesh et al., 2003).
 Effort expectancy - The degree of ease associated with the
use of the systems (Venkatesh et al., 2003).
 Social influence - The extent to which an individual perceives
that important others (e.g. friends and family) believe he or
she should use the new system (Venkatesh et al., 2003).
 Facilitating Conditions - The degree to which an individual
believes that an organizational and technical infrastructure
exists to support use of the system (Venkatesh et al., 2003)
 Hedonic Motivation - The fun or pleasure derived from using
a technology (Venkatesh et al., 2012).
 Habit- The extent to which people tend to perform behaviors
automatically because of learning (Venkatesh et al., 2012).

5.  Earlier studies have discussed learning management system
(LMS) from various aspects in higher education system.
 For instance, a study in American Midwestern University
confirmed the usefulness and benefits of LMS to enhance the
conventional classroom teaching in teacher and student
perspective. The results showed that efficient communication
tools and activities are more valuable for teachers and
students (Lonn & Teasley, 2009).
 Hanson and Robson (2004) acknowledged the benefits of LMS
by confirming that many features of LMS have learning
benefits for both teachers and learners. It saves their time
and helps to enhance learning.

6.  Sumak, et al. (2010) have used the UTAUT framework
and confirmed that performance expectancy (PE) and
social influence (SI) are significant predictors of student
and teacher attitude towards using MOODLE that
subsequently influence its actual use.
 Fidani and Idrizi (2012) also adapted the UTAUT
framework and confirmed that PE and SI significantly
influence the students’ behavioral intention to adopt
LMS.

7.  Previous studies have discussed the adoption and usage of
LMS from different perspective but lack of studies discusses
the Unified Theory of Acceptance and Use of Technology in
the context of OER use from student’s perspective in higher
education.
 User’s habit and hedonic motivation towards the OER use
from students’ perspective is scantly discussed in literature -
UTAUT model explains these constructs.

8. The objective of the study is
 To examine the extent to which students of higher education
use Open Educational Resources (OER) via LMS.
 To examine the factors that influence students behavioral
intention to use Open Educational Resources (OER) and its
actual use.

9.  The study addresses following research questions are:
 RQ1: To what extent students of higher education use Open
Educational Resources (OER) via LMS?
 RQ2: What are the factors that influence students behavioral
intention to use Open Educational Resources (OER) and its
actual use?

11.  H1. Performance expectancy has impact on behavioral intention to
use open educational resources.
 H2. Effort expectancy has impact on behavioral intention to use
open educational resources.
 H3. Social influence has impact on behavioral intention to use open
educational resources.
 H4. Facilitating Conditions has impact on behavioral intention to
use open educational resources.
 H5. Hedonic Motivation has impact on behavioral intention to use
open educational resources.
 H6. Habit has impact on behavioural intention to use open
educational resources.
 H7. Behavioral intention to use open educational resources has
positive impact on OER use.

12.  Primary data collection method will be used through
Quantitative research approach
 Instrument-questionnaire-based survey
 Population- University of Malaya students
 Sample- Undergraduate students
 Sampling technique- Convenience sampling
 Data analysis – using SPSS

13.  University Malaya will be used as the targeted scope of the
study
 Students using Learning management system to access OER in
their classes

14. This research can help
 To expand the existing body of literature by determining
whether the hedonic motivation and habit with other UTAUT2
constructs significantly influence the students’ behavioral
intention towards OER and its use.
 Moreover, this study will be helpful to identify the use of OER
in higher education.

15.  The development of educational technologies has given a
new insight to learning and teaching methodologies.
 Open educational resources (OER) is emerged as a beneficial
medium for the users to fulfil their learning demands.
 This study employ the UTAUT model to measure the students’
behavioral intention towards OER use.