Factors Influencing the Intention to Use Open Educational Resources of Students at Universities in Economics and Business Administration in Vietnam

The purpose of this paper is to examine the factors influencing the intention to use Open Educational Resources (OER) of students at universities in Economics and Business Administration in Vietnam. The results showed that Effort Expectancy, Performance Expectancy, Lecturer Influence, and Friend Influence were the factors had higher impact on the intention to use OER of students than other factors namely School Influence and Facilitating Conditions. Furthermore, regression analysis also pointed out that there were no relationship between control variables and students’ intention to use OER. Finally, the paper also proposed several recommendations on how to implement Open Educational Resources initiatives effectively at higher education institutions in Vietnam. Keywords: Intention to Use, Open Educational Resources, Universities in Vietnam. DOI: 10.7176/JESD/11-6-10 Publication date: March 31 st 2020


Introduction
The implementation of Open Educational Resources at higher education institutions is currently gaining momentum (Hylén 2006). Seaman (2015) states that an increasing number of higher education institutions have implemented some form of OER in their environment, and many more are seriously considering implementing OER in the near future to (1) share knowledge, (2) reuse available knowledge, (3) reduce cost of knowledge creation, and (4) conduct good public relations (Hylén 2006). In recent years, Open Educational Resources has also emerged as a key driver of change in the educational paradigm of universities to be more open since it promotes freely available educational resources for use, reuse, adaptation and sharing through the Internet (Wiley 2007). OER can therefore make a significant contribution to expanding educational opportunities for students studying at higher education institutions. Although OER has brought a number of undeniable benefits to the students, however, several OER initiatives have still experienced failed efforts or making minimal impact (Jung 2017), the reason can be that students who were successful in a traditional learning environment might not be successful in an online learning environment (Wood 2005). Lack of success in online learning can be several issues related to student motivation, self-discipline, and learner characteristics. Therefore, when using new learning methods or resources, it is critical to consider learner characteristics and motivation rather than merely introducing and applying new technology to an educational environment. It is especially significant to consider learners' needs and requirements in an educational paradigm shifting from a supplier-centered educational environment to a student-centered one. However, it is often to see that educational managers paying great attention to developing innovative teaching and learning methods for the effective utilization of technology while dedicating less effort to encouraging the use acceptance among students.
The belief that all learners can naturally use innovative technologies in an educational environment seems controversial (Oppenhimer 2003). Moreover, the application of new technology in education does not guarantee acceptance and use by learners (Kiraz & Ozdemir 2006). Consequently, OER, as an innovation in the development and delivery of online educational resources, requires systematic analysis in order to improve its effects for learners. Given this need, it is critical to consider that the determining factors influencing the students' intention to use OER should be identified and thoroughly analysed, especially in Vietnam where this matter is very rarely mentioned and the phenomenon of OER is still in nascent stage. Thus, our research will address this issue. In more detail, the research intends to achieve the following objectives: 1. To specify determining factors influencing the intention to use OER of students at universities in Economics and Business Administration in Vietnam; 2. To explore and investigate the relationships between these factors and students' intention to use OER.
The remainder of this paper is structured as follows: Firstly, the literature and related work to the research are reviewed. Secondly, the research methodology is described. Thirdly, the data analysis and results are given. Finally, the paper concludes with further discussion of the findings, limitations of the research, and possible directions for future works.

Theoretical Framework and Hypotheses
Figure 1. Proposed theoretical framework adapted from UTAUT model This study adopts the unified theory of acceptance and use of technology (UTAUT) model (Venkatesh et al. 2003) to examine factors influencing the students' intention to use OER. The model combines eight dominant theories or models of technology acceptance, namely, theory of reasoned action (TRA), technology acceptance model (TAM), motivation model (MM), theory of planned behaviour (TPB), a combined theory of TPB and TAM (C-TPB-TAM), model of PC utilization (MPCU), innovation diffusion theory (IDT), and social cognitive theory (SCT). It is chosen for its established robustness and validity in predicting the acceptance of new technologies in a way better than any of its eight component models (Venkatesh et al. 2003), and widely use in studies regarding the acceptance of OER (e.g. Dulle & Minishi-Majanja 2011;Mtebe & Raisamo 2014;Percy & Belle 2012). Based on the UTAUT model, the theoretical framework represented in the Figure 1 is developed by adjusting the Social Influence factor to become three component factors such as School Influence, Lecturer Influence, and Friend Influence. This adjustment is considered necessary because it is appropriate to the context of students studying at the universities as well as Vietnamese culture.

Performance expectancy
According to Venkatesh et al. (2003), performance expectancy refers to the degree to which a student believes that using OER will help him or her gaining in some sorts of performance (e.g. having a good learning outcome). Therefore, students will likely use OER if they think that using OER will bring to them a number of significant benefits. Thus, the following hypothesis could be developed: Hypothesis 1 (H1). Performance expectancy will be positively related to students' intention to use OER.

Effort expectancy
According to Venkatesh et al. (2003), effort expectancy represents the degree of ease associated with using OER. Thus, students will likely use OER if they believe that the system is easy to use as well as the interaction with the system is clear and understandable. Hence, there is a hypothesis that: Hypothesis 2 (H2). Effort expectancy will be positively related to students' intention to use OER.

School influence
School influence refers to the degree to which school has policies to encourage students using OER, such as using reference materials from OER to support students' learning is one of the school's regulations. Therefore, it is expected that: Hypothesis 3 (H3). School influence will be positively related to students' intention to use OER.

Lecturer influence
Lecturer influence refers to the degree to which lecturers encourage students using OER, and always consider the ability to use OER as one of the criteria for evaluating students' learning ability. Consequently, the following Journal of Economics and Sustainable Development www.iiste.org ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online) Vol.11, No.6, 2020 89 hypothesis could be proposed: Hypothesis 4 (H4). Lecturer influence will be positively related to students' intention to use OER.

Friend influence
Friend influence refers to the degree to which friends and classmates think that OER should be used to support their learning, and they are always willing to help each other in using OER. Therefore, there is a hypothesis that: Hypothesis 5 (H5). Friend influence will be positively related to students' intention to use OER. 2.3.6. Facilitating conditions According to Venkatesh et al. (2003), Facilitating conditions are defined as the degree to which a student believes that an organizational and technical infrastructure exists to support use of OER. Thus, students will likely use OER if they are provided all the necessary conditions to access OER. Thus, the following hypothesis could be developed: Hypothesis 6 (H6). Facilitating conditions will be positively related to students' intention to use OER.

Research Methodology 3.1. Sample and Data Collection
The sample of the study consisted of undergraduate students studying in different disciplines at eight universities in Economics and Business Administration in Vietnam, including National Economics University, Banking Academy, University of Economics and Business Administration (Thai Nguyen University), Da Nang University of Economics (Da Nang University), University of Economics Ho Chi Minh City, Nguyen Tat Thanh University, Foreign Trade University, and Vietnam University of Commerce. 640 questionnaires were sent to the respondents. The survey was carried out in three months, from the 1st of June to the 29th of August 2019. As a result, 526 usable responses were received. The response rate was approximately 82%. The detailed characteristics of the sample are presented in Table 1.

Questionnaire Development and Measures
The questionnaire was developed using prior measurements corresponding to each variable in the literature and taking the context of the Vietnamese higher education into account. Each variable was measured by multiple items in order to increase the reliability of the measurements. Multi-item scales were used for measuring the variables using 5-point Likert scale responses ranging from 1= strongly disagree to 5 = strongly agree (1= strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree).
The survey composed of 26 multiple items/questions trying to measure the six independent variables (adapted from Venkatesh et al. 2003; Coleman-Prisco 2017; and self developed), and one dependent variable (taken from Venkatesh et al. 2003;Coleman-Prisco 2017). Firstly, respondents were asked to identify their level of agreement with each of the 23 questions related to the six independent variables, including Performance Expectancy, Effort Expectancy, School Influence, Lecturer Influence, Friend Influence, and Facilitating Conditions. Then, respondents were asked about their level of agreement with each of the three questions used for measuring students' intention to use OER. The statistical results indicated that Cronbach's alpha of each factor was greater than 0.7. According to Kline (1998), a set of items with a Cronbach's alpha greater than or equal to 0.7 is considered internally consistent. Following are the detailed results of factor analysis and reliability analysis for all constructs in the research model. In a similar manner to the six independent variables, the Table 3 presents the results of factor and reliability analyses of students' intention to use OER. Table 3. Results of factor and reliability analyses of students' intention to use OER

Results
To test the hypothesis, a multiple regression analysis was conducted in order to see how students' intention to use OER is predicted and explained by the independent variables. The statistical result indicated that 57.7% of variance of the students' intention to use OER was explained and predicted by a set of independent variables (p<0.001).
The detailed statistical result is presented in the Table 5.

Conclusion
This study proposed and tested a theoretical framework that links the six independent variables, including Performance Expectancy; Effort Expectancy; School Influence; Lecturer Influence; Friend Influence; and Facilitating Conditions with intention to use OER of students at universities in Economics and Business Administration in Vietnam. It is found that Effort Expectancy, Performance Expectancy, Lecturer Influence, and Friend Influence were the most important factors influencing the students' intention to use OER. The findings also confirm that School Influence and Facilitating Conditions were positively associated with the intention to use OER Journal of Economics and Sustainable Development www.iiste.org ISSN 2222-1700 (Paper) ISSN 2222-2855 (Online) Vol.11, No.6, 2020 of students. However, the influences of these factors remain weak.
Interestingly, the statistical results indicated that three control variables including Gender; Age; and Disciplines had no connection with the dependent variable. This finding obviously proved that students who are boys or girls, different age, or whatever disciplines they are studying in, had no too much difference in intention to use OER.
The findings of this study leads to several implications for improving effectiveness when implementing OER initiatives at universities in Economics and Business Administration in Vietnam. Firstly, it is expected that the OER system with friendly interface, easy to use, and good integration in courses will help increase students' learning outcome. Secondly, any suggestion, encouragement or reward from the lecturers or friends is truly necessary and will motivate students to use OER in their learning and doing research activities. Thirdly, using reference materials from OER to support students' learning should officially be one of the school's regulations. Moreover, school should also have a reward mechanism to recognize students who actively use OER. Finally, proper infrastructure, training classes, and facilitating conditions should be provided to support students effectively using the OER.
Although the study has made a number of considerable contributions on both theoretical and practical perspectives, it still reveals several limitations that need to be mentioned. The sampling procedure was not totally random due to several reasons, such as lack of time and budget. Therefore, the sample may not be representative for whole population of the study. Future research should try to use random sampling method to validate the results. Furthermore, the data validity may have been strengthened if additional in-depth interviews could be implemented. Spending more time for interviewing respondents would have provided additional data for analysis to investigate deeper into the issues.