Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry

Tang, Hengtao; Lin, Yijia; Qian, Yingxiao

doi:10.1111/bjet.12937

Cited by 36 publications

(24 citation statements)

References 35 publications

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“…Specifically, qualitative findings showed that the teachers reported that the developed e-book can be easily reused due to its openness feature, hence they were very motivated to use it for teaching AI. In line with this, Tang et al ( 2020 ) also reported that the perceived ease of use of OER impacted the teachers’ perceived usefulness of using them, as well as their attitudes towards them. Therefore, it is suggested that researchers focus on designing open e-books which can help in re-using them and even updating them by others.…”

Section: Discussionmentioning

confidence: 73%

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

Zhang

Tlili

Shubeck

et al. 2021

Smart Learn. Environ.

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With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.

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Section: Discussionmentioning

confidence: 73%

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

Zhang

Tlili

Shubeck

et al. 2021

Smart Learn. Environ.

View full text Add to dashboard Cite

show abstract

“…Initially, two of the researchers individually familiarized themselves with the data and made preliminary codes in line with the research questions. Then the two researchers met to compare the list of preliminary codes, collaboratively discuss the discrepancies and elicit themes from the codes upon the 100% mutual agreement of those two researchers (Tang et al, 2020 ). To ensure the trustworthiness and rigor of the findings, member checking (Guba & Lincoln, 1994 ) was performed by emailing a list of themes and categories to five participants from different groups.…”

Section: Methodsmentioning

confidence: 99%

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

Dai

Tang

et al. 2022

J Comput High Educ

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Distance education programs have become the preferred option for most higher education institutions to continue teaching during the COVID-19 pandemic, but the effectiveness of some online courses, especially those engineering courses with experimentation activities, remains disputed. The main challenge is fostering collaborative problem solving skills for novice students as online collaboration increases their cognitive load. This research thus tapped into novice engineering students’ cognitive load to develop a more granular, multimodal view of how cognitive load influences student performance in collaborative problem solving during virtual experimentation activities. The findings of this research provided significant implications for the future design and implementation of virtual laboratories in computer science engineering education.

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“…The nature of OER provides both academics and students with free access to openly licensed educational materials, so that they can utilise, manipulate and distribute knowledge for their own purposes, in both formal and informal education (Unesco, 2002). The existence of OER is based on the granting of permission that is initiated to retain, reuse, revise, remix and redistribute the resources concerned (Tang, Lin & Qian, 2020). OER are promoted as a panacea by means of which to overcome educational inequity (Cobo, 2013;Bozkurt, Koseoglu & Singh, 2019), based on their nature as being developed, adopted and disseminated through ICT.…”

Section: The Use Of Oer In Developing Countriesmentioning

confidence: 99%

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

Mncube

Tanner

Chigona

2021

IJHE

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The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.

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Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Cited by 36 publications

References 35 publications

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

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