YouTube acceptance by university educators and students: a cross-cultural perspective

Jung, Insung; Lee, Yekyung

doi:10.1080/14703297.2013.805986

Cited by 52 publications

(53 citation statements)

References 15 publications

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“…The finding that EE was not a critical factor may be explained by the fact that educators may not perceive OER as particularly demanding in terms of effort, skills, and time as most educators simply use and reuse OER without any serious revisions. While this finding is consistent with the findings of studies investigating the use of other relatively easy‐to‐use technologies like YouTube (Jung & Lee, ), it is not supported by several others which focused on more complicated technologies such as Im, Hong, and Kang () and Vululleh (). Further research across a range of technologies associated with different degrees of technical difficulty is needed to confirm these conflicting findings.…”

Section: Discussionsupporting

confidence: 86%

“…Though both frameworks have been seen as limited by their bipolar dimensions and the suggestion that members of a national culture are homogeneous, they have proved useful in a variety of research contexts (Jung & Gunawardena, ). According to Hofestede's culture comparison tool and other studies on culture (eg, Bagchi, Hart, & Peterson, ; Jung & Lee, ), Japan has very high‐context communication and ranks high in the cultural values of individualism, uncertainty avoidance and masculinity (achievement and acquisitiveness); Korea is the most collectivistic society and adheres to feminine values; and the United States has very low‐context communication and is the most individualized, indulgent and success‐driven society.…”

Section: Introductionmentioning

confidence: 99%

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A cross‐cultural approach to the adoption of open educational resources in higher education

Jung¹,

Lee²

2019

Brit J Educational Tech

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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.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

A cross‐cultural approach to the adoption of open educational resources in higher education

Jung¹,

Lee²

2019

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

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“…Media sharing tools (e.g., Flickr and YouTube) are frequently used in the education context. Students are encouraged to discuss and ask questions based on the video contents as well as to prepare and upload their videos for information sharing [26]. In addition, blogging…”

Section: Introductionmentioning

confidence: 99%

The Use of Social Media for Blended Learning in Tertiary Education

Chan¹,

Leung²

2016

ujer

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The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing among different learners. However, the text-based communication for a relatively simple exchange hindered the interaction among learners. Moreover, students preferred using social media such as Facebook with a higher degree of popularity.

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“…In addition, it is one of the first sources for learners when they want to learn something new [5], and it is capable of enhancing the learning experience considering that video is significant to the subject at hand [30]. Four lines of research can be identified in the literature regarding the use of the YouTube platform in education: educational video quality [29,31]; self-directed and long-life learning [21,32]; the cultural dimension [7]; and acceptance and use [15][16][17]. In particular, regarding research into the acceptance and use of the YouTube platform in education, Table 1 describes valuable studies in this line.…”

Section: Social Video Platforms For Learningmentioning

confidence: 99%

“…Although the literature has emphasized the value of SVPs as an educational source of information [7,8]-supporting informal and self-directed learning in a wide range of topics-there is a lack of knowledge about how these platforms are adopted as a medium of learning by their users [9]. One of the first attempts to understand this phenomenon was made recently by Chintalapati and Daruri [9] through the validation of Fred Davis' technology acceptance model (TAM) [10].…”

Section: Introductionmentioning

confidence: 99%

Predicting and Explaining the Acceptance of Social Video Platforms for Learning: The Case of Brazilian YouTube Users

2019

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This study aims to predict and explain the acceptance of social video platforms for learning. A research model is proposed that explains that the intention of using these platforms is based on the perception of performance, social influence, and hedonic motivation. To validate the model, 568 Brazilian YouTube users were surveyed. The data were analyzed with partial least squares structural equations modeling (PLS-SEM). In particular, the predictive power of the model was assessed using the PLSpredict procedure. The results of this study can help to understand and forecast the use of these platforms for learning in developing countries.

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YouTube acceptance by university educators and students: a cross-cultural perspective

Cited by 52 publications

References 15 publications

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

The Use of Social Media for Blended Learning in Tertiary Education

Predicting and Explaining the Acceptance of Social Video Platforms for Learning: The Case of Brazilian YouTube Users

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