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What makes quality satisfied OER? Insights from Universitas Terbuka for Indonesia 4.0

Maximus Gorky Sembiring (Faculty of Teacher Training and Education, Universitas Terbuka, Tangerang Selatan, Indonesia)
Gayuh Rahayu (Department of Biology, IPB University Bogor, Bogor, Indonesia)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 7 May 2020

Issue publication date: 12 August 2020




This paper aims to explore the origins of providing quality satisfied open educational resources (QS-OER) related to Making Indonesia 4.0. It was aimed at exploring plausible determinants perceived by faculty. It was also of interest to reveal how, in what routines associated factors were interrelated.


An exploratory design was used. A conceptual framework was first established through a literature review and focus group discussion. Conceptually, QS-OER included presage, pattern, process, product, practicability, prospective and power (7Ps). QS-OER had direct effects on hard, soft, social and life skills (4Ss). The operational framework was then established with 7Ps, QS-OER and 4Ss as independent, moderating and dependent variables, respectively. The population of 631 from Universitas Terbuka faculty was included in the study. Respondents were randomly chosen to accumulate data through a survey. Methodically, importance–performance analysis (IPA) and customer-satisfaction index (CSI) were emulated to measure satisfaction level and importance degree. Eleven hypotheses were assessed under structural equation modeling.


Seven hypotheses were validated following 211 returned responses from respondents. Product was the most influential factor to QS-OER, followed by power, practicability, pattern and prospective, whereas presage and process were excluded. QS-OER influenced hard and soft skills, but social and life skills were excluded. IPA-CSI chart identified 21 (of 32) attributes as the pillars of QS-OER.


The quantitative framework was statistically dependable despite two of nine cut-off values that are slightly below the goodness-of-fit criteria. The study recognized the variance of qualitative versus quantitative results. Further inquiry is vital to diminish divergence by incorporating more relevant methods, augmenting theoretical exposures and/or enlarging sample size/population.



Sembiring, M.G. and Rahayu, G. (2020), "What makes quality satisfied OER? Insights from Universitas Terbuka for Indonesia 4.0", Interactive Technology and Smart Education, Vol. 17 No. 3, pp. 285-301.



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