ISSN: 2226-6348
Open access
Open education resources (OER) have emerged as an innovative platform that is expected to aid teaching and learning process, particularly in online or distance learning. Despite the promises, OER adoption in educational institutions has been less than encouraging. In fact, there are numerous barriers to it, many of which come from within the OER user community itself. As a result of these barriers, students have been discouraged from using the OER platform. Therefore, the study was undertaken to examine the barriers in OER application by the students. The study also intended to assess the practicality of OSeL Bin which is an application developed to assist the OER. The study involved Universiti Teknologi MARA students who were particularly enrolled in a business communication course. It was to empirically determine how well this application supported their teaching and learning, especially in completing assignments, both with and without OSeL Bin. The results showed several OER hurdles such as capabilities, exposure, and support systems within the educational institutions themselves that restricted and discouraged the students from utilising OER in their teaching and learning. Positive feedbacks regarding OSeL Bin's effectiveness were obtained, particularly in completing the students’ assignments on time. These were reported via the use of TAM Model by looking at the application’s ease of use that contributed to the initial intention of using and finally implementing the OSeL Bin into the students’ teaching and learning processes.
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In-Text Citation: (Ibrahim et al., 2023)
To Cite this Article: Ibrahim, S. S., Noh, S. N. S., Musa, A. H., Baharuddin, F. N., & Rosle, A. N. (2023). Barriers in Open Education Resources: A Review of OSEL Bin Application Using Technology Acceptance Model (TAM). International Journal of Academic Research in Progressive Education and Development, 12(1), 1567–1576.
Copyright: © 2023 The Author(s)
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