PurposeThe purpose of this study was to learn faculty’s usage behavior in learning object repositories (LORs).Design/methodology/approachThis 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.FindingsThe 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/implicationsResearch subjects were from one LOR and non-probability sampling was used; thus, the generalization of findings may be limited.Practical implicationsThis 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 implicationsThe findings and results may be applied in practice to draw more faculty users toward learning object repository.Originality/valueThe 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.
VINE Journal of Information and Knowledge Management Systems – Emerald Publishing
Published: Nov 14, 2016
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