Adoption of Open Educational Resources (OER) In Promoting Blended Learning at University Libraries in Nairobi County, Kenya

Abstract

There is a lack of consensus in current studies on the extent of Open Educational Resources integration for blended learning in universities and the associated factors. This study investigated the adoption of Open Educational Resources (OER) in promoting blended learning within university libraries in Nairobi County, focusing on the University of Nairobi, Technical University of Kenya, Strathmore University, and Catholic University of East Africa which was informed by a paucity of studies focusing on this population. The study sought to assess the adoption of open educational resources (OER) in blended learning at university libraries in Nairobi County, Kenya, to provide recommendations for improvement. The specific objectives were to evaluate the extent of OER adoption, identify strategies for incorporating OER into blended learning, and determine the success factors and policies supporting OER initiatives. The Diffusion of Innovations Theory, Technology Acceptance Model, and the Institutional Theory provided the theoretical underpinning for the interpretation of the findings. A mixed-methods approach was employed, combining quantitative and qualitative elements in the questionnaire to library staff and qualitative interviews with university librarians involved in OER adoption initiatives. The data collection involved 86 library staff and 4 university librarians. Census method and purposive sampling was employed to get the library staff and university librarians’ respectively. The quality of the data collection tool was achieved by checking the face, content and criterion validity, while reliability was achieved by using Cronbach Alpha Coefficient. The mean and standard deviation were computed to SPSS for descriptive statistics for close-ended questions, while the open-ended questions and interviews were analyzed thematically using NVivo. The data was presented using graphs, pie charts, and tables. The analysis revealed a positive but varied state of OER adoption, with significant differences in awareness and integration efforts across the surveyed libraries with 62.3% indicating adoption to a large extent. The findings showed that the key strategies for incorporating OER included interdisciplinary collaboration (89.8%), investment in technological infrastructure (42% strongly agreed), and the promotion of open pedagogical practices (72.6%). Success factors identified were strong institutional leadership (46.4%), comprehensive faculty development programs (49.3%), and the effective dissemination of best practices. The findings on the policies highlighted presence of but the need for clearer copyright and licensing guidelines, sustainable funding mechanisms, and robust monitoring and review processes. The findings further indicated that while there is a foundational level of OER adoption, significant opportunities exist for enhancement through targeted awareness campaigns, comprehensive training, and strategic investments in technological infrastructure. The study concluded that universities are integrating OER for blended learning, enabled by institutional support, continuous professional development, and clear policies covering different aspects. Based on the findings, universities should enhance awareness campaigns, provide comprehensive OER training, create centralized repositories, foster interdisciplinary collaboration, invest in technological infrastructure, promote open pedagogical practices, ensure strong institutional leadership, implement faculty development programs, review and improve policies, and secure sustainable funding. This research contributes to the understanding of OER integration in higher education and offers practical recommendations for universities aiming to enhance their blended learning initiatives through OER.