A cross-cultural approach to the adoption of open educational resources in higher education
A cross-cultural approach to the adoption of open educational resources in higher education
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DOI：
10.1111/bjet.12820
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发表时间：
2020-01-01
影响因子：
6.6
通讯作者：
Lee, Jihyun
中科院分区：
文献类型：
--
作者：
Jung, Insung;Lee, Jihyun
随着开放教育资源在高校中的广泛应用，影响教学质量的因素越来越多，开放教育资源在高校中的应用已成为一个研究热点。OER采用的原因是多种多样的，在个人教育工作者和文化环境。本研究运用技术接受与使用统一理论（UTAUT2）探讨了三种文化背景下大学教育工作者采用OER的决定因素。本研究收集了韩国、日本和美国三个国家的152名教育工作者采用开放教育资源的行为意向数据。在每一种文化中，习惯都是这种行为意图的最强决定因素。其他影响教育工作者采用OER的重要因素因文化而异。在韩国，最强的决定因素是业绩预期，在日本是社会影响力，在美国是价格价值。文化在三条路径上的调节作用均显著，文化特异性对OER采纳的影响显著。理论和实践意义相关的UTAUT2模型和OER政策进行了讨论。
The factors affecting the adoption of open educational resources (OER) in higher education have become a research topic of great interest as OER continue to be widely used in universities, affecting the quality of teaching and learning. The reasons for OER adoption are diverse, across both individual educators and cultural environments. This study explored determinants of OER adoption by university educators in three cultural contexts utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT2). Data on educators' behavioral intention to adopt OER were collected from 152 educators in three countries, Korea, Japan and the United States. In every culture, habit was the strongest determinant of this behavioral intention. Other highly significant factors affecting OER adoption by educators varied by culture. In Korea, the strongest determinant was performance expectancy, in Japan it was social influence and in the United States it was price value. The moderating effect of culture was significant on three paths of the model, and the cultural specificity affecting OER adoption was substantial. Theoretical and practical implications related to the UTAUT2 model and OER policy are discussed.