A Cross-Cultural Approach to the Adoption of Open Educational Resources in Higher Education

Autor/inn/en	Jung, Insung; Lee, Jihyun
Titel	A Cross-Cultural Approach to the Adoption of Open Educational Resources in Higher Education
Quelle	In: British Journal of Educational Technology, 51 (2020) 1, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jihyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12820
Schlagwörter	Higher Education; Open Educational Resources; College Faculty; Cross Cultural Studies; Teacher Attitudes; Foreign Countries; Educational Quality; Cultural Differences; Social Influences; Cost Effectiveness; Cultural Influences; Intention; Technology Integration; Information Technology; Educational Policy; Japan; South Korea; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Cultural comparison; Kulturvergleich; Lehrerverhalten; Ausland; Quality of education; Bildungsqualität; Kultureller Unterschied; Sozialer Einfluss; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Cultural influence; Kultureinfluss; Informationstechnologie; Politics of education; Bildungspolitik; Korea; Republik; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01