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Adoption of Open Educational Resources in the Global South

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Title: Adoption of Open Educational Resources in the Global South
Language: English
Authors: Jose Dutra de Oliveira Neto, Victor Law, Sung 'Pil' Kang (ORCID 0000-0001-5113-8788)
Source: Journal of Computing in Higher Education. 2024 36(1):116-140.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Developing Nations, Open Educational Resources, Student Costs, College Students, Usability, Technology Uses in Education, Cultural Influences, Play, Student Attitudes, Intention
DOI: 10.1007/s12528-023-09351-8
ISSN: 1042-1726
1867-1233
Abstract: Open Education Resources (OER) may support students in the Global South, who experience high cost of educational materials. This research aims to understand how students from the Global South adopt OER using the lens of the Technology Acceptance Model (TAM) with the concept of playfulness. In addition, we also explored the effect of cultural factors, such as long-term orientation (LTO) and indulgence versus restraint (IVR) on OER adoption intention. 1527 students from 27 higher education institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students' intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students' intention to adopt OER, IVR moderated the relationship between PU and students' intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South. institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students' intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students' intention to adopt OER, IVR moderated the relationship between PU and students' intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421428
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jose+Dutra+de+Oliveira+Neto%22">Jose Dutra de Oliveira Neto</searchLink><br /><searchLink fieldCode="AR" term="%22Victor+Law%22">Victor Law</searchLink><br /><searchLink fieldCode="AR" term="%22Sung+'Pil'+Kang%22">Sung 'Pil' Kang</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5113-8788">0000-0001-5113-8788</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Educational+Resources%22">Open Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Costs%22">Student Costs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
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  Data: 10.1007/s12528-023-09351-8
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  Data: Open Education Resources (OER) may support students in the Global South, who experience high cost of educational materials. This research aims to understand how students from the Global South adopt OER using the lens of the Technology Acceptance Model (TAM) with the concept of playfulness. In addition, we also explored the effect of cultural factors, such as long-term orientation (LTO) and indulgence versus restraint (IVR) on OER adoption intention. 1527 students from 27 higher education institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students' intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students' intention to adopt OER, IVR moderated the relationship between PU and students' intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South. institutions in eight countries in the Global South participated in the study. Multilevel linear modeling was used to test the individual-level and cross-level hypotheses. The results suggested that perceived usefulness (PU), perceived ease of use (PEOU), and playfulness had a significant impact on students' intention to adopt OER. Furthermore, playfulness also strengthened the relationship between PU and the intention to adopt OER. Although the two cultural factors did not have a direct impact on students' intention to adopt OER, IVR moderated the relationship between PU and students' intention to adopt OER. Our research contributes to the theory of technology adoption and culture as well as the practice of OER in the Global South.
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      – SubjectFull: Developing Nations
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      – SubjectFull: Student Costs
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