Satisfaction Level and Awareness of Open Educational Resources among the Research Scholars of IGNTU & MGAHV University: A Study

¹Toran Lal Khunte, ²Harish Kumar Sahu

^1,2Library and Information Science, Pt. Ravishankar Shukla University, Raipur (C.G.)

torankhunte@gmail.com, harishkumarsahu1974@gmail.com

Abstract:

It has been determined that Open Educational Resources (OER) have the potential to provide free, safe, and accelerated learning possibilities. All the issues related to teaching and learning education can be solved with the help of Open Educational Resources, which have proved to be a boon. This study presents the results of a systematic survey of researchers from Indira Gandhi National Tribal University, Amarkantak (IGNTU), and Mahatma Gandhi International Hindi University, Wardha (MGAHV). The study aims to examine the level of awareness, usage, and satisfaction of the users regarding Open Educational Resources (OER). The methodology is based on survey research to collect data from researchers from both universities. Questionnaires were distributed to 120 researchers using random sampling, of which 90 were returned, although some were incomplete. MGAHV University had 57 responses out of 80. The study results indicate that 94.44% of IGNTU and 95.34% of MGAHV researchers know about OER. IGNTU researchers use OER more frequently, while MGAHV researchers adopt it more regularly, but their frequency of use was less consistent. Regarding satisfaction level, MGAHV students were more satisfied with OER, with 25.58% of students reporting "high satisfaction" compared to 18.52% at IGNTU. Nevertheless, the overall satisfaction level was higher at IGNTU (68.52%) compared to 65.12% at MGAHV. This study can be useful to inform policy changes, make resources more effective, and make OER more accessible and effective.

Keywords- Open Educational Resources (OER), Open Learning, Democratization of education, Learning communities, Research Scholars, IGNTU, MGAHV,

List of Abbreviations- IGNTU: Indira Gandhi National Trible University, MGAHV: Mahatma Gandhi Anterashtriy Hindi Vishvavidhyalay. MIT: Massachusetts Institute of Technology, NROER: National Repository of Open Educational Resources. MOOCs – Massive Open Online Courses. 

Introduction-

The use of information and communication technologies has brought about a digital revolution in the field of education and research. Over the past few decades, the research sector has witnessed a major transformation in terms of both research methods and educational resources. Print resources were largely replaced by digital educational resources. A new education system, online-based teaching-learning, emerged. (Farrow et al) This led to a rapid pace in education and research work with the reduction in the cost of full printed material. These digital resources gradually became available on the Internet and today have evolved into a repository that we know as Open Educational Resources. The term OER was first used by UNESCO in 2002. (Khunte and Sahu) OER are resources that are freely available on the Internet, including textbooks, lecture notes, syllabi, assignments, open software, and audio-video. These are teaching, learning, and research materials in any format and medium that exist in the public domain or are copyright-free under the Creative Commons license, which allows access, use, reuse, and modification at no cost. In particular, all learners and researchers want safe, free, and quick access to educational content. In this area, Open Educational Resources have proved to be a boon and can solve all the problems related to education.

Research work has also been greatly influenced by open educational opportunities, with researchers having the opportunity to leverage the use of OER for their research and teaching needs. Researchers are developing their research skills by accessing e-journals, theses, and books through mobile, television, computers, and the Internet. OER increases the accessibility and customization of learning materials as well, and renewable assignments promote engagement, critical thinking, and social impact. This has a huge impact on accessible educational opportunities for future generations of higher education seekers and becomes essential in almost all walks of life, including education, teaching, and learning. (Oloidi et al)

2. Literature Review

Rai, Reeta. et al (2025). The purpose of this study was to evaluate how Open Educational Resources (OER) affected the professional growth of secondary chemistry teachers in Bhutan in order to improve their inclusive practices, pedagogical abilities, and topic understanding. The effectiveness of open educational resources (OER) was assessed utilizing a mixed-method approach that included interviews, lesson plans, reflections, classroom observations, pre-tests, and post-tests. Purposive sampling was utilized in the study to choose ten pre-service and nine in-service chemistry teachers from Samtse District, Bhutan. In-service focus groups and recently certified teachers with teaching experience were the two groups into which the in-service instructors were divided according to their experience. According to the study's findings, teaching professionals stated that "OER can serve as adaptable resources that can support in-service teachers in enhancing their mastery of subject content, pedagogical skills, and technological proficiency." Teacher educators also noted that using subject-specific PCK and technology to boost students' interest and focus on the lesson had additional advantages. (Reeta Rai et al)

Choudhary, Jayati (2024)- The study was conducted to assess the use of open educational resources by faculty members at California State University. The SCORE (Scholarly Communication Open Resources e-Learning) program was conducted to examine the use of open educational resources, which closely monitored faculty use across various academic ranks. The results of the study revealed that faculty enthusiasm for the program was emphasized, and a large number of faculty members participated in the program and expressed interest in using open educational resources. (Chaudhuri)

Hafiz Muhammad Adil et al. (2024)- This study aims to conduct a systematic review of the literature focusing on the benefits and challenges of OER in the academic world. For the study, a systematic review of relevant literature was conducted following the Preferred Reporting Items for Systematic Literature Reviews and Meta-Analysis Guidelines. Relevant literature was obtained from four main scholarly databases, and finally, 21 papers that met the inclusion criteria were included in this study. The results showed that the main benefits of OER include expanding access to knowledge, supporting lifelong learning, pedagogical benefits, and enhancing students' learning outcomes. However, the main challenges include a lack of time to find appropriate resources, a lack of awareness about usage and copyright, quality assurance, technical limitations, and a lack of organizational support. (Adil et al)

Gabrielle Vojtek and Judy Griset (2017)- The study was conducted at a small, regional public university. The participants included 23 students from two upper-level psychology courses. The study closely examines any differences in students’ perceptions of faculty members who used a traditional copyrighted textbook rather than an open textbook in the two courses. The results showed that participants perceived faculty who used an open textbook as more compassionate, encouraging, and creative than those who used a traditional textbook.(Vojtech and Grissett)

3. Objective of the study

1.     Assess the awareness and use of open educational resources by researchers of Indira Gandhi National Tribal University, Amarkantak, and Mahatma Gandhi International Hindi University, Wardha.

2.     To study which open educational resources are known and used by researchers of both universities in their studies.

3.     Identify the purpose and benefits of using open educational resources by researchers from both universities.

4.     Find out the frequency of use of open educational resources and the level of satisfaction by researchers.

5.     Understand the barriers and difficulties faced by researchers in using open educational resources.

4. Area of ​​study

The present study is limited to Indira Gandhi National Tribal University, Amarkantak District, Anuppur, (Madhya Pradesh) and Mahatma Gandhi International Hindi University, Wardha (Maharashtra). The study includes researchers from various disciplines operating in both universities. Indira Gandhi National Tribal University, Amarkantak, conducts courses related to various subjects and faculties such as education, physical education, arts, social studies, commerce, science, pharmacy, and nursing. Whereas Mahatma Gandhi International Hindi University, Wardha, conducts courses related to subjects and faculties such as education, physical education, arts, social and commerce. The number of research scholars registered in MGAHV is relatively less than the research scholars registered in IGNTU.

Indira Gandhi National Tribal University, Amarkantak, is established in Anuppur district, Madhya Pradesh, India. It was established by the Government of India under the Indira Gandhi National Tribal University Act, 2007, and has been operating since 2008. Mahatma Gandhi International Hindi University is a central university of India. This university was established by the Government of India under an Act passed by the Parliament in 1996. This Act was published in the Gazette of India on 8 January 1997. This university is located in Wardha, Maharashtra.

5. Research Methodology

This study is based on the survey method, the survey was conducted by personally visiting all the departments of the university in the academic session 2023-24. Out of about 300 registered research scholars of IGNTU University, questionnaires were distributed to about 120 research students present during the survey, out of which 90 filled questionnaires were received, some of which were incomplete. Similarly, in MGAHV University, 57 questionnaires were received out of 80 questionnaires. A random sampling method has been used in this study. Distributed questionnaires have been used for primary data collection, and the register and official website of the respective university and related literature have been studied for secondary data. To ensure equal representation of research scholars in each university, a stratified random sampling technique was applied, taking into account 75% of the data collected from both universities that filled the form completely. Thus, the data collected from a total of 97 respondents from both universities has been compiled and presented through tables and figures on various dimensions of data such as awareness, usage, benefits of usage, and increase in usage of OER by the respondents.

6. Data Analysis and Results-

Figure 1: Gender Gender-wise distribution of respondents (N=97)

Chart 1 indicates the gender-wise distribution of respondents involved in the awareness and use of open educational resources by Indira Gandhi National Tribal University (IGNTU) and Mahatma Gandhi International Hindi University (MGAHV). IGNTU possesses more male respondents (61.11%), whereas female respondents are 38.88%. MGAHV possesses more female respondents (44.18%) but yet more males are present (55.81%). Both universities have more male respondents than female, but female respondents are more in MGAHV.

Figure 2: Awareness of OER among respondents (N=97)

Chart No. 2 presents the comparative level of awareness about Open Educational Resources (OER) among Indira Gandhi National Tribal University (IGNTU) and Mahatma Gandhi International Hindi University (MGAHV) researchers. Awareness of OER at higher level: 94.44%. Researchers of IGNTU have awareness of OER, whereas 95.34% of researchers of MGAHV have awarenessof OER. Awareness has been found at nearly the same level in both universities. Percentage of researchers not aware of OER is negligible: 5.55% of researchers in IGNTU and 4.65% of researchers in MGAHV are unaware of OER. This indicates that information regarding OER has been provided on a large scale, but there are some researchers yet to be enlightened about it. Researchers from both universities are quite well aware of OER, and this indicates that information and resources have been supplied at a proper level concerning Open Educational Resources.

Chart No. 3: Awareness and Usage of Different types of OER platforms

Chart no. Figure 3 illustrates the awareness, use, and unawareness of different Open Educational Resources (OER) platforms among research scholars of Mahatma Gandhi International Hindi University (MGAHV) and Indira Gandhi National Tribal University (IGNTU). Most widely used OER platform: YouTube: In MGAHV, 97.67% use, 93.02%% % know but do not use, and 2.33% are unaware, while in IGNTU, 88.89% use, 100% know but do not use, and 0% are unaware. This is the most utilized platform. SWAYAM, NPTEL: MGAHV has 13.95% users, 60.47% are aware but not using it, 39.53% are not aware, and IGNTU: 35.19% users, 58.19% are aware but not using it, 14.81% are not aware. IGNTU researchers are more aware of SWAYAM, also usage is also higher in IGNTU. NDLI (National Digital Library of India): MGAHV has 30.33% users, 79.07% are aware, 20.93% are unaware, similar to IGNTU: 38.89% users, 90.74% are aware, only 9.26% are unaware. Both awareness and usage are greater in IGNTU. Less popular OER sites: MIT Open Courseware: 6.98% of users in MGAHV, 34.88% know it, and 65.12% unaware, similar to IGNTU: 3.70% of users, 29.63% aware but not using, 70.37% unaware. Awareness and usage are low in both universities. Open Education Resources (OER) Commons: 16.28% MGAHV users, 53.49% know and 46.51% do not know, IGNTU: 5.56% use, 44.44% know and 55.56% don't know. MGAHV has higher awareness and usage than IGNTU.

Figure No. 4: Frequency of Using OER among Research Scholars

Figure No. 4 illustrates the frequency of usage of Open Educational Resources (OER) by researchers of Indira Gandhi National Tribal University (IGNTU) and Mahatma Gandhi International Hindi University (MGAHV). 35.19% of researchers in IGNTU utilize OER on a daily basis, whereas 25.58% of researchers in MGAHV utilize OER on a daily basis. On a daily basis, usage is greater in IGNTU, which indicates that there is greater consistency towards OER. 14.81% of IGNTU researchers employ OER 2-3 times a week, whereas 27.91% of MGAHV researchers employ OER 2-3 times a week. MGAHV researchers employ OER more often than IGNTU, but less frequent use (Daily) is observed. At IGNTU, 16.67% of researchers employ OER weekly, and at MGAHV, 6.28% of researchers employ OER weekly. Usage on a weekly basis remains nearly the same in both universities. At IGNTU, 22.22% of researchers apply OER every month, whereas at MGAHV, 18.60% of researchers apply OER every month. The figure is slightly higher in IGNTU on a monthly basis. At IGNTU, 11.11% of researchers apply OER sometimes, whereas at MGAHV, 11.63% of researchers apply OER sometimes. The figure of "sometimes" users is nearly the same in both universities.

Figure No. 5 Advantages of Using OER to Research Scholars

Figure 5 shows the “Advantages of using OER” for IGNTU Indira Gandhi National Tribal University and MGAHV Mahatma Gandhi International Hindi University. IGNTU (87.04%) and MGAHV (86.05%) scholars use OER the most for research work. IGNTU scholars (62.96%) are ahead of MGAHV (55.81%) in supplementing the available study material. IGNTU (70.37%) and MGAHV (67.44%) are equally interested in staying current in the subject matter. IGNTU scholars (72.22%) are far ahead of MGAHV (51.16%) in preparing for lectures and teaching, while MGAHV scholars (72.09%) are slightly ahead of IGNTU (70.37%) in understanding concepts in detail. MGAHV (60.47%) engages more than IGNTU (57.41%) in providing self-study materials, while the percentage of both universities is almost equal in gaining new ideas and inspiration (IGNTU 66.67%, MGAHV 67.44%). IGNTU (72.22%) is much higher than MGAHV (44.19%) in developing professional skills. In general, IGNTU users apply OER for more diverse purposes than MGAHV, especially in instruction, professional competencies, and research, while MGAHV users find it more helpful for gaining a deeper understanding of theories and for personal study.

Figure No. 6 Level of Satisfaction with Using OER among Research Scholars

 Figure 6 reflects the satisfaction rate in percentage utilizing OER from the perspective of IGNTU (Indira Gandhi National Tribal University) and MGAHV (Mahatma Gandhi International Hindi University). It gauges four categories: Dissatisfied, Extremely Satisfied, Low Satisfied, and Satisfied.

Extremely Satisfied: 25.58% of the researchers working at MGAHV are highly satisfied with OER, but the same value is 18.52% for IGNTU. MGAHV has a higher proportion of extreme satisfaction with OER, which means that the availability or quality of the OER resources might be more successful there. Satisfied: 68.52% of IGNTU participants are satisfied with OER, while in MGAHV, this rate is 65.12%. Most of the OER users in both institutions are satisfied, but the rate of satisfied users is a bit higher in IGNTU. Low Satisfied: 11.11% of the participants in IGNTU are less satisfied with OER, whereas this percentage is 9.30% in MGAHV. This indicates that comparatively more individuals in IGNTU are not highly satisfied with OER, but this figure is not quite significant. Dissatisfied: 1.85% of the participants in IGNTU are dissatisfied, whereas MGAHV has no dissatisfied participants (0.00%), indicating that MGAHV participants are completely satisfied with the use of OER, whereas a minimal sense of dissatisfaction exists in IGNTU.

Figure No. 7 Barriers and Difficulties Faced by Research Scholars in Using OER

Figure 7 illustrates the challenges researchers from both universities – IGNTU and MGAHV – are encountering in using Open Educational Resources (OER). Relevance and accessibility of OER – A Greater number of MGAHV (22.22%) researchers expressed dissatisfaction over the unavailability of OER in their native language compared to 18.60% of IGNTU researchers. 27.91% of MGAHV researchers expressed that OER deals with limited subjects compared to 18.52% of IGNTU researchers. Navigation difficulty on OER websites was noted for both MGAHV (16.28%) and IGNTU (11.11%). Technical and internet-related issues – Higher numbers of researchers from MGAHV (18.60%) experienced internet connectivity problems compared to IGNTU (25.93%). Inability to locate and use OER due to lack of technical skills was greater in IGNTU (6.98%) than in MGAHV (9.26%). Lack of time and training- Shortage of time to locate OER was greater in MGAHV (27.78%), whereas it was 16.28% in IGNTU. Training required to read OER content was very much on par in MGAHV (13.95%) and IGNTU (12.96%). Credibility and influence of OER- Mistrust in the genuineness of information was greater among MGAHV (25.58%) students, whereas it was 14.81% among IGNTU students. A few students in IGNTU (5.56%) and MGAHV (11.63%) believed that OER influenced their learning very little.

Findings and Discussions -  

There is a high awareness of Open Educational Resources (OER) among IGNTU and MGAHV university researchers, with 94.44% of IGNTU and 95.34% of MGAHV researchers having knowledge of OER. Nevertheless, there were variations in the propensity to use OER between the two universities. IGNTU researchers use OER more frequently, while MGAHV researchers adopt it more frequently, but their frequency of use was less consistent. This study found that the most frequently used OER platform is YouTube, which is widely used by IGNTU (93.02%) and MGAHV (88.89%) researchers. Among the other OER platforms, SWAYAM and NDLI are well-known, but their adoption is relatively weak. IGNTU academics use OER mainly for lecture delivery, research activity, and skill development. Regarding the level of satisfaction, MGAHV scholars were more satisfied with OER, with 25.58% of scholars indicating "high satisfaction", while this rate was 18.52% in IGNTU. Nevertheless, the overall level of satisfaction was higher in IGNTU (68.52%), while it was 65.12% in MGAHV. The rate of dissatisfaction in MGAHV was zero, while 1.85% of IGNTU scholars were dissatisfied with OER. The most important issues related to the use of OER are language barrier, subject restriction, technical constraints, and concerns about reliability. 22.22% of researchers in MGAHV felt the unavailability of OER in the local language, while this perception was 18.60% in IGNTU. There were more complaints from MGAHV researchers (27.91%) about subject restriction in OER. More (25.93%) at IGNTU reported problems with internet connectivity, while MGAHV researchers were more concerned about the reliability of OER.

Conclusion-

This study proposes the concept of Open Educational Resources, which emphasizes the importance of open, universal, and inclusive access to learning resources. The study explains how traditional education systems are limited by boundaries, resources, and policies, while OERs provide a flexible, self-directed, and participatory platform that puts the learner at the forefront. It not only explains the idea of ​​open learning, but also shows how technology, community participation, and accessible content can collectively build a more equitable educational landscape. Further, the study discusses the potential of open learning for socially and economically disadvantaged sections, and hence becomes highly relevant in the current times. OERs not only have the potential to address the various demands of learners, but also a defining moment towards knowledge democracy. It breaks traditional boundaries and makes learning more inclusive, adaptive, and global. In the future, this idea can become even more powerful when blended with language translation tools and learner-specific guides. Also, it can be extended to non-academic areas like vocational training, health education, and citizen empowerment programs. Hence, "Open Educational Resources" is not just an educational concept but an inspirational step towards redefining access, quality, and relevance of learning.

References-

Adil, Hafiz Muhammad, et al. “Open Education Resources’ Benefits and Challenges in the Academic World: A Systematic Review.” Global Knowledge, Memory and Communication, vol. 73, no. 3, Feb. 2024, pp. 274–91. DOI.org (Crossref), https://doi.org/10.1108/GKMC-02-2022-0049.

Chaudhuri, Jayati. “Making Education Affordable for Students: A Case Study of Implementation and Faculty Usage of an Open Educational Resources Program.” Internet Reference Services Quarterly, vol. 28, no. 2, Apr. 2024, pp. 153–67. DOI.org (Crossref), https://doi.org/10.1080/10875301.2024.2317791.

Farrow, Robert, et al. “Who Are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources.” European Journal of Open, Distance and E-Learning, vol. 18, no. 2, Dec. 2015, pp. 49–73. DOI.org (Crossref), https://doi.org/10.1515/eurodl-2015-0013.

Khunte, Toran Lal, and Harish Kumar Sahu. “Awareness of Open Educational Resources Among Research Scholars of Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya, Wardha.” International Journal of Research in Library Science, vol. 11, no. 1, Mar. 2025, pp. 183–91. DOI.org (Crossref), https://doi.org/10.26761/ijrls.11.1.2025.1840.

Sahu, Harish Kumar and Khunte, Toran Lal. " Awareness and Uses of Open Educational Resources by Research Scholars of Pt. Ravishankar Shukla University, Raipur (C.G.): A Survey". Journal of Ravishankar University (Part-A: SOCIAL-SCIENCE), vol.31, no.1, Jan.2025, pp.43-54. DOI:DOI: https://doi.org/10.52228/JRUA.2025-31-1-6.

Reeta Rai, et al. “Enhancing Chemistry Education Through Professional Development of Secondary School Chemistry Teachers Using Open Educational Resources.” Educational Innovation and Practice, vol. 10, no. 01, Jan. 2025, pp. 65–83. DOI.org (Crossref), https://doi.org/10.17102/eip.10.2025.04.

Vojtech, Gabrielle, and Judy Grissett. “Student Perceptions of College Faculty Who Use OER.” The International Review of Research in Open and Distributed Learning, vol. 18, no. 4, June 2017. DOI.org (Crossref), https://doi.org/10.19173/irrodl.v18i4.3032.