Purpose The purpose of this paper is, first, to scrutinize the determinants of key benefits of open educational resources (OER) to faculty. Second, it is to expose how, in which routines the variables involved, are interrelated. Design/methodology/approach An exploratory design is used in this study. Qualitatively, key benefits include integration, opportunity, efficiency, enrichment, and collaboration. These benefits have direct impacts on enhancing student learning, augmenting teaching practice, improving productivity, catalyzing changes in teaching practice, and supporting non-traditional learners. Quantitatively, the key benefit is moderating the variables. Integration, opportunity, efficiency, enrichment, and collaboration are independent variables. Variables like enhancing student learning, enriching teaching practice, improving productivity, catalyzing changes, and supporting non-traditional learners are the dependent variables. The study population comprised the 721 Universitas Terbuka (UT) faculty members. The respondents were chosen randomly by distributing 450 questionnaires. Only 203 questionnaires were completed. Importance performance analysis and customer satisfaction index (IPA-CSI) were used to measure the importance level of variables involved and their benefits. Structural equation model (SEM) was used to examine the ten hypotheses developed so that the author could understand the significance level and relations power among variables engaged with reference to the qualitative outcomes previously obtained. Findings Six hypotheses were validated by the analysis. Statistically, efficiency and integration affect key benefits. Likewise, moderating variables affect teaching practice enhancement, productivity improvement, catalyzing changes, and supporting non-traditional learners. Conversely, key benefits were neither interrelated by opportunity, enrichment, and collaboration nor learning enhancement. Practical implications This study highlighted that adoption, integration, and implementation of OER in the UT milieu do take place. Originality/value This study recognized the variation of qualitative vs quantitative outcomes. An auxiliary inquiry is needed with broader perspective by increasing the respondents sample in order to minimize the difference between qualitative and quantitative results.
Sembiring, M. G. (2016). OER impact study perceived by faculty within ODL framework. Asian Association of Open Universities Journal, 11(1), 78–89. https://doi.org/10.1108/aaouj-07-2016-0021