Faculty use of a learning object repository in higher education

Abstract

Purpose The purpose of this study was to learn faculty’s usage behavior in learning object repositories (LORs). Design/methodology/approach This paper is a case study. Research subjects were the faculty users from an LOR: Wisconsin Online Resource Center. The study used a survey instrument to collect data from 92 respondents, and data were analyzed by descriptive statistics and a Fisher exact test. Findings The study found four important channels by which the faculty learn about a LOR, six ways in which the faculty often use a LOR and an important factor affecting the faculty visiting a LOR. Research limitations/implications Research subjects were from one LOR and non-probability sampling was used; thus, the generalization of findings may be limited. Practical implications This study implemented advancing of the service and design of LORs from the perspectives of promotion, content development, connection to learning management systems and technology assistant. Social implications The findings and results may be applied in practice to draw more faculty users toward learning object repository. Originality/value The results and findings of the study contribute to understanding the faculty’s needs for and usage patterns of using LORs, and provide foundations for designing strategies to increase faculty use of LORs.