Factors affecting faculty use of learning object repositories: The Electronic Library: Vol 33, No 6

[Abstract] Purpose – The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study. Design/methodology/approach – The study used both quantitative and qualitative approaches to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty users in two- or four-year colleges or universities from two LORs: Orange Grove and Wisconsin Online Resource Center (Wisc-Online). Two phases of the study were conducted. Phase I of the study collected data by semi-structured interviews, and data were analyzed by a content analysis method. Based on the results of Phase I, Phase II collected data by a survey instrument, and data were analyzed by descriptive statistics and analysis of variance. Findings – The study identified 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs. Research limitations/implications – The research policies of Orange Grove and Wisc-Online limited the selection of study participants. Lack of a random sample and a small sample size limited the generalizability of the results and findings of the study. However, as an exploratory research, the results and findings of the study are still valuable for LOR builders and managers to get a better understanding of factors affecting faculty use of LORs, and to develop strategies to recruit more faculty members to use LORs. Practical implications – The findings and results of the study can inform designers and managers of LORs about what positively or negatively influences faculty use of LORs, and serve as a basis to develop strategies to recruit faculty members to use LORs. Originality/value – First, this study identified the factors that motivate or impede faculty use of LORs from actual faculty users’ perspectives, so these factors more accurately reflect LORs’ values to faculty in teaching and course design and the barriers for faculty use of LORs in a practical environment. Second, this study is among the first known to explore these factors using UTAUT as the theoretical framework, and the results of the study also validate UTAUT in the context of faculty use of LORs.