Faculty adoption and usage behaviour of open access scholarly communication in health science universities

Lwoga, Edda Tandi; Questier, Frederik

doi:10.1108/nlw-01-2014-0006

Cited by 28 publications

(20 citation statements)

References 21 publications

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“…In the context of higher education, UTAUT has been modified to be suitable for the different technology used on various devices (Anderson et al, 2006), social media (Gruzd et al, 2012), access publishing (Lwoga & Questier, 2014), and online learning (Baytiyeh, 2016;Buchanan et al, 2013;Kocaleva et al, 2015;Pynoo et al, 2011). There were very few studies that have empirically examined the use and adoption of a Learning Management System (LMS) from the overview of teachers as they mostly examined the adoption among students.…”

Section: Literature Reviewmentioning

confidence: 99%

Determining the Factors that Affect the Use of Virtual Classrooms: A Modification of the UTAUT Model

Alshammari

2021

JITE:Research

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Aim/Purpose: The aim of this study was to examine the factors that may influence the use of virtual classrooms. Background: The coronavirus (COVID-19) pandemic has affected and interrupted several aspects of our lives, including education. Most educational institutes and universities have changed their teaching mode from being face-to-face or fixable learning to ‘emergency remote education’. As a result, virtual classrooms were utilised in most of these universities to keep the continuity of teaching and delivering education to their students Methodology: Through an online survey, data was collected from 235 of the teaching staff at the University of Ha’il, Saudi Arabia. Structural equation modelling (SEM) using AMOS was applied to analyse the data and testing the hypothesis of the proposed model. Contribution: The study findings have a theoretical, methodological, and practical contribution in the area of virtual classrooms. In terms of its theoretical contribution, this research has enriched the literature on virtual classrooms. Most of previous studies used the basic UTAUT model or other models for different technology, such as LMS, Mobile Cloud Learning and social websites. Few studies have focused on virtual classrooms, and, based on the best knowledge of the researcher, this study is the first study that has extended and modified the UTAUT model by adding an external factor (mobility) with virtual classrooms technology. Thus, it contributes theoretically to IS acceptance literature in general, and to UTAUT models specifically. In terms of methodological contribution, this study assessed all latent constructs in the model in a different context (Saudi Arabia), and tested them through an advanced analysis technique, which some call a second-generation multivariate, by applying a two-step rule in AMOS (CFA and SEM). The CFA has shown solid results that can measure all constructs in the model after deleting a few items that show a low factor loading to the construct. According to Awang (2015), examining the construct, convergent and discriminant validities is essential during the CFA before moving on a step and analysing data using SEM. Thus, this study has validated all constructs and its items using CFA which can be further used in a different culture, specifically in an Arab culture, such as Saudi Arabia. Findings: The results showed that effort expectancy and performance expectancy are significant predictors of behaviour intention toward the use of virtual classrooms. However, in contrast of our expectation, social influence, facilitating condition and mobility were insignificant factors and had no influence on teaching staff’s behaviour intention toward the use of virtual classrooms. Recommendations for Practitioners: This research has made a practical contribution. The findings of this study showed which factors can determine the use of virtual classrooms. Decision makers and university organizations and administration can improve their virtual classrooms services based on the factors that determine their use. Taking care of that will lead to an increased use of virtual classrooms and lead to a successful use of virtual classrooms, which will result in huge benefits in applying virtual classrooms in the teaching process. Recommendation for Researchers: Researchers may develop different models and examine other factors to assess their influence on the usage of different technologies. Understanding the factors that may influence the usage of a technology leads to an increase in its usage and adoption. Impact on Society: This study may increase the usage of virtual classrooms among teaching staff by understanding and examining the factors that might determine the use of virtual classrooms. Future Research: Future studies could examine the moderation variables to establish their impact. This study relied on only a purely quantitative design study. Future research might employ a mixed method using both quantitative and qualitative designs to apply an interview after the quantitative study for a better insight and deeper knowledge as well as confirming the quantitative results.

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Section: Literature Reviewmentioning

confidence: 99%

Determining the Factors that Affect the Use of Virtual Classrooms: A Modification of the UTAUT Model

Alshammari

2021

JITE:Research

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“…There were a few studies that had addressed the concept of OA in East Africa. Three of such studies included one in Kenya by Wanyenda (2015), who evaluated the state of IRs in Kenya, specifically reviewing the content types, the policies and the usage of the repositories, and two in Tanzania, both of which investigated the factors affecting the adoption of OA in Tanzanian public universities (Dulle, 2010), and in Tanzanian health sciences universities (Lwoga & Questier, 2014). Although IRs were becoming a prominent feature in universities in East Africa, no study had considered the extent to which OA to the research output in these repositories was being provided.…”

Section: Literature Reviewmentioning

confidence: 99%

An analysis of the factors affecting open access to research output in institutional repositories in selected universities in East Africa

Kakai

2021

Journal of Librarianship and Scholarly Communication

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“…Creaser (2010) and Kocken and Wical (2013) also focused on repositories, but incorporated knowledge of open-access publication as well. Faculty knowledge and perception of OA publishing was the sole focus for Peekhaus and Proferes (2015), Rodriguez (2014), Mischo and Schlembach (2011), Lwoga and Questier (2014), and Gaines (2015). Research metrics has been another popular topic of focus for studies of faculty awareness and understanding; see for example Vinyard and Colvin (2018), Thuna and King (2017), DeSanto and Nichols (2017), and Sutton, Miles, and Konkiel (2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Scholarly Communication Outside the R1: Measuring Faculty and Graduate Student Knowledge and Interest at a Doctoral/Professional University

Owens

Manolovitz

2021

Journal of Librarianship and Scholarly Communication

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INTRODUCTIONThis study explores the baseline knowledge and interest of faculty and graduate students at a Carnegie-classified Doctoral/Professional University regarding different components of scholarly communication. METHODS A survey was developed to inquire about such topics as scholarly research, scholarly publishing, access to research, copyright, measuring impact, promoting research, and openeducational resources. Responses more significantly represented the humanities and social sciences versus the natural and applied sciences. RESULTS & DISCUSSION Results showed some hesitancy in embracing the open access (OA) publishing model, especially the use of article processing charges (APCs). Faculty largely collect original data and believe public access to original data is important, but this varies by college and includes almost one-fourth of faculty who do not feel that sharing data is important. The areas in which respondents expressed the highest level of knowledge correlate directly with the areas in which respondents expressed the most interest in professional development. Preferences in professional development modality were split between virtual and in-person sessions. With virtual sessions specifically, graduate students prefer synchronous sessions while faculty prefer pre-recorded sessions. CONCLUSION Respondents were generally aware of the library's current scholarly communications services, but additional promotion and marketing is still needed, especially for colleges with the lowest areas of engagement.

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Faculty adoption and usage behaviour of open access scholarly communication in health science universities

Cited by 28 publications

References 21 publications

Determining the Factors that Affect the Use of Virtual Classrooms: A Modification of the UTAUT Model

Determining the Factors that Affect the Use of Virtual Classrooms: A Modification of the UTAUT Model

An analysis of the factors affecting open access to research output in institutional repositories in selected universities in East Africa

Scholarly Communication Outside the R1: Measuring Faculty and Graduate Student Knowledge and Interest at a Doctoral/Professional University

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