Abstract
The study is aimed at assessing the utilization of open educational resources by Business Education lecturers for enriching the instructional content of business education courses in Rivers State universities. Two research questions were posed and answered while two corresponding hypotheses were tested at a 0.05 level of significance. This study adopted the descriptive survey research design. The population of this study consists of thirty-eight (38) Business Education Lecturers teaching in the two (2) state-owned universities offering a Business Education programmes. The entire population was studied. The instrument for the study was designed by the researchers and titled "Utilization of Open Educational Resources Questionnaire (UOERQ)." The instrument was validated by three experts. Cronbach Alpha was used to determine the reliability coefficient, which yielded 0.89 frequency counts, percentage, and mean set at 2.50 and the standard deviation was used to analyze the data collected to answer the two research questions and t-test the hypotheses at a 0.05 level of significance. The results of the study revealed that there was no significant difference in the mean responses of Business Education lecturers to the utilization of online tutorials and digital learning objects for enriching the instructional content of courses in Rivers State universities. It was recommended that, since online tutorials have a unique role to play in assisting educators in overcoming their initial resistance to innovation adoption and understanding the powerful teaching potential that technology-rich learning environments represent, they have a unique role to play in assisting educators in overcoming their initial resistance to innovation adoption, and Business Education lecturers should explore the use of digital learning objects for instructional delivery to tap into the inherent benefits of open education resources.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2022 Array