Advancing open education through open-source software: examining UTAUT 2 factors in adoption and implementation

Duan C., Jiao J.

In recent years, the focus of research on open education has shifted from open educational resources (OER) to open educational practices (OEP), which emphasizes practical application. To examine the latest developments in OEP on a global scale, this study employs CiteSpace, a tool for visualizing data and information. The findings suggest that OEP is gaining more attention, and analysis of keyword co-occurrence and literature reviews indicate that OEP should encompass not only OER but also open pedagogy and open educational technologies. Consequently, this study puts forth a preliminary framework for open educational practices, termed as Open TPACK, with the objective of promoting the theoretical investigation and progress of open education.

Kamarozaman Z., Razak F.Z.

Abstract Many organizations are moving toward utilizing information system to enhance eficiency in everyday task. Although the influence of facilitating condition are important to the success of information system implementation, the literature lacks empirical research on tthe relationship between facilitating condition and continuance intention in private higher leaning institution. In this article, the researchers introduce a simple model based on information systems (IS) and user behavior literature to examine the effect of facilitating condition on the intention to continue using e-campus. A paper-and-pencil self-administered questionnaire survey with 500 users of Malaysian private higher learning institution is carried out to evaluate the proposed model. The result proves that facilitating condition have a significant effect on e-campus continuance intention. Important practical contributions are further discussed in the paper.

Moriuchi E.

Kim J., Lee K.S.

For scaling up pedagogical innovation with information and communications technology (ICT), governments around the world put a concerted effort into teachers’ acceptance of ICTs and the actual use ...

Alrawashdeh T.A., Elbes M.W., Almomani A., ElQirem F., Tamimi A.

Globally, the acceptance of Open Source Software (OSS) varies among the users of a company. Despite the substantive software, social, and infrastructure-related implications of OSS acceptance, the research on the acceptance of OSS across organizations inhabitants remains surprisingly limited. To propose a model for the acceptance of OSS; investigate the influence of the OSS characteristics, UTAUT constructs, and infrastructure factors on the acceptance of open source software system. It also examines the validity of UTAUT in the open source software context. Quantitative design has been used following the distribution of questionnaire among a sample of 255 individuals employed at public and private organizations (172 males and 83 females). Software quality, software interoperability, and software security had a significant impact on the performance expectancy (PE) (β = 0.445, P < 0.001), (β = 0.302, P < 0.001), (β = 0.139, P < 0.05), respectively. Moreover, PE, cost, facilitating conditions, social influence SI and self-efficacy had a notable impact on the behavioral intention (β = 0.275, P < 0.05), (β = 0.229, P < 0.01), (β = 0.136, P < 0.01), (β = 0.220, P < 0.01) and (β = 0.174, P < 0.01) respectively. A new path appears to exist between EE (effort expectancy) and PE (β = 0.215, P < 0.01). The outcomes indicated that users perceive that OSS user-friendliness must be upgraded for optimizing its benefits. It showed that performance expectancy, effort expectancy, social influence, self-efficacy, software security, software quality, software interoperability, and software cost are important indicators in the acceptance and implementation of OSS. Further research can be conducted in organizations to observe the implementation of OSS and its effectiveness.

Chao C.

This study developed and empirically tested a model to predict the factors affecting students’ behavioral intentions toward using mobile learning (m-learning). This study explored the behavioral intention to use m-learning from the perspective of consumers by applying the extended unified theory of acceptance and use of technology (UTAUT) model with the addition of perceived enjoyment, mobile self-efficacy, satisfaction, trust, and perceived risk moderators. A cross-sectional study was conducted by employing a research model based on multiple technology acceptance theories. Data were derived from an online survey with 1,562 respondents and analyzed using structural equation modeling. Partial least squares regression was used for model and hypothesis testing. The results revealed that (1) behavioral intention was significantly and positively influenced by satisfaction, trust, performance expectancy, and effort expectancy; (2) perceived enjoyment, performance expectancy, and effort expectancy had positive associations with behavioral intention; (3) mobile self-efficacy had a significantly positive effect on perceived enjoyment; and (4) perceived risk had a significantly negative moderating effect on the relationship between performance expectancy and behavioral intention. Our findings correspond with the UTAUT model and provide a practical reference for educational institutions and decision-makers involved in designing m-learning for implementation in universities.

Wiley D., Hilton III J.L.

The term “open pedagogy” has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of competing definitions of open pedagogy, together with its semantic overlap with another underspecified term, open educational practices, makes it difficult to conduct research on the topic of open pedagogy. In making this claim we do not mean to cast doubt on the potential effectiveness of the many pedagogical approaches labeled open. In this article, rather than attempting to argue for a canonical definition of open pedagogy, we propose a new term, “OER-enabled pedagogy,” defined as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. We propose criteria used to evaluate whether a form of teaching constitutes OER-enabled pedagogy and analyze several examples of OER-enabled pedagogy with these criteria.

Cronin C., MacLaren I.

Cronin C.

<p class="3">Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.</p>

Nikou S.A., Economides A.A.

Acceptance and intention to use mobile learning is a topic of growing interest in the field of education. Although there is a considerable amount of studies investigating mobile learning acceptance, little research exists that investigates the driving factors that influence students' intention to use mobile technologies for assessment purposes. The aim of this study is to provide empirical evidence on the acceptance of Mobile-Based Assessment (MBA), the assessment delivered through mobile devices and technologies. The proposed model, Mobile-Based Assessment Acceptance Model (MBAAM) is based on the Technology Acceptance Model (TAM). MBAAM extends TAM in the context of MBA by adding to the Perceived Ease of Use and Perceived Usefulness, the constructs of Facilitating Conditions, Social Influence, Mobile Device Anxiety, Personal Innovativeness, Mobile-Self-Efficacy, Perceived Trust, Content, Cognitive Feedback, User Interface and Perceived Ubiquity Value and investigates their impact on the Behavioral Intention to Use MBA. 145 students from a European senior-level secondary school experienced a series of mobile-based assessments for a three-week period. Structured equation modeling was used to analyze quantitative survey data. According to the results, MBAAM explains and predicts approximately 47% of the variance of Behavioral Intention to Use Mobile-Based Assessment. The study provides a better understanding towards developing mobile-based assessments that support learners, enhance learning experience and promote learning, taking advantage of the distinguished features that mobile devices may offer. Implications are discussed within the wider context of mobile learning acceptance research. The study investigates factors influencing students' adoption of mobile-based assessment.The study introduces Mobile-Based Assessment Acceptance Model (MBAAM).MBAAM explains about 47% of the total variance in Behavioral Intention to Use.

Rosaline S., Wesley J.R.

In the recent years, technology has been an important component in teaching and learning. The literature has highlighted many studies investigations on the students' intention to use technology in many Western, African and South East Asian countries. This article brings in the factors influencing students' adoption of ICT tools in higher education institutions in India. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was used to determine the predictors of ICT adoption in learning their coursework in colleges. The results were obtained by structural equation modelling, using the data collected from 398 students doing their undergraduate engineering programs. The findings show that performance expectancy, effort expectancy and social influence has a positive significant relationship on behavioral intention to use ICT tools and facilitating conditions has a direct relationship with usage behaviour. The findings have led to relevant theoretical and practical implications and future researches are suggested.

Nascimbeni F., Burgos D.

<p class="3">The paper explores the change process that university teachers need to go through in order to become fluent with Open Education approaches. Based on a literature review and a set of interviews with a number of leading experts in the field of Open Educational Resources and Open Education, the paper puts forward an original definition of Open Educator which takes into account all the components of teachers’ work: learning design, teaching resources, pedagogical approaches and assessment methods- of teachers’ activities. Subsequently, to help the development of teachers’ openness capacity, the definition is further developed into a holistic framework for teachers, which takes into account all the dimensions of openness included in the definition and which provides teachers with self-development paths along each dimension. By working on the definition and on the framework with the interviewed experts, the paper concludes that a strong relation exists between the use of open approaches and the networking and collaboration attitude of university teachers, and that in order to overcome the technical and cultural barriers that hinder the use of open approaches in Higher Education, it is important to work on the transition phases – in terms of awareness and of capacity building - that teachers have to go through in their journey towards openness.</p>

Ozturk A.B., Bilgihan A., Nusair K., Okumus F.

Convenience, compatibility, and PEOU are positively associated with MHB loyalty.Compatibility significantly influences PEOU and perceived convenience.PEOU has a significant impact on perceived convenience. With the advancements in mobile technologies, mobile hotel booking (MHB) has become an important distribution channel for hotels and online travel agencies (OTAs). Understanding MHB users loyalty intentions toward this technology has become equally important for MHB service providers, as it is essential for them to retain their customers. However, existing literature in the context of mobile booking has mainly focused on the adoption and acceptance of this technology. The purpose of this paper is to empirically test a research model that incorporates antecedents of mobile shopping loyalty in a hotel booking context. The proposed model was tested through structural equation modeling (SEM) by using empirical data collected from 396 MHB users. Study results revealed that convenience, compatibility, and perceived ease of use (PEOU) had a significant impact on the users loyalty intentions toward MHB technology. In addition, compatibility significantly influenced PEOU and convenience and PEOU had a significant impact on loyalty and convenience. Study results provide valuable theoretical and practical implications for various players in the hotel and travel industry including hoteliers, OTAs, mobile app developers and hospitality technology vendors.

Maruping L.M., Bala H., Venkatesh V., Brown S.A.

Research on information technology IT adoption and use, one of the most mature streams of research in the information science and information systems literature, is primarily based on the intentionality framework. Behavioral intention BI to use an IT is considered the sole proximal determinant of IT adoption and use. Recently, researchers have discussed the limitations of BI and argued that behavioral expectation BE would be a better predictor of IT use. However, without a theoretical and empirical understanding of the determinants of BE, we remain limited in our comprehension of what factors promote greater IT use in organizations. Using the unified theory of acceptance and use of technology as the theoretical framework, we develop a model that posits 2 determinants i.e., social influence and facilitating conditions of BE and 4 moderators i.e., gender, age, experience, and voluntariness of use of the relationship between BE and its determinants. We argue that the cognitions underlying the formation of BI and BE differ. We found strong support for the proposed model in a longitudinal field study of 321 users of a new IT. We offer theoretical and practical IT implications of our findings.

Venkatesh V., Thong J., Xu X.

Prieto-Moreno R., Mora-Traverso M., Moreno-Ramírez M.P., Romero-Ayuso D., Martín-Martín L., Ariza-Vega P.