From Open Education To Open Thinking: The role of OER and MOOCs in promoting university students' open thinking ability

2021年，按计划开展相关性比较研究。两个研究问题是：1）微观（不同的个体特征，如人口统计学、个性和技术接受度）、中观（课程因素，如教学策略和以学习者为中心）和宏观（文化背景，如国家、种族、多元文化经历）层面的学习者因素是否影响开放性思维？ 2)在控制个人、课程和文化因素的情况下，不同OEP经验水平的学习者在开放性思维方面是否存在差异？首先，开发了一个在线调查，结合两个工具：一个工具包括与关键自变量（OEP经验水平;个人，课程和文化因素）相关的问题。另一个工具，开放性思维量表或OTS，在2022年被验证用于测量一个因变量：学习者的开放性思维。 然后，将调查分发给不同地区几个国家的本科生和研究生。总共收集了732份答复（145份来自美国; 120份来自韩国; 228份来自日本; 239份来自菲律宾、西班牙、德国和其他国家）。为了回答研究问题，进行了一系列的统计分析，其中包括方差分析，协方差分析，多元回归，分层多元回归使用SPSS 21.0。

In 2021, correlational comparative research was carried out as planned. Two research questions were: 1) Do learner factors at micro (different individual features such as demographics, personality, and technology acceptance), meso (course factors such as instructional strategy and learner-centeredness), and macro (cultural background such as country, ethnicity, multi-cultural experience) levels affect open thinking? 2) Do learners with different levels of OEP experience differ in open thinking while controlling individual, course, and cultural factors?First, an online survey was developed integrating two instruments: One instrument included questions related to key independent variables (Level of OEP experience; individual, course, and cultural factors). Another instrument, Open Thinking Scale or OTS that was validated in 2022 was used to measure a dependent variable: learners’ open thinking. Then, the survey was distributed to undergraduate and graduate students in several countries across different regions. In total, 732 responses were collected (145 from the USA; 120 from Korea, 228 from Japan and 239 from the Philippines, Spain, Germany and others). To answer research questions, a series of statistical analyses were performed, which included ANOVAs, ANCOVA, multiple regressions, and hierarchical multiple regressions using SPSS 21.0.