A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH
Virgínia Rodés, A. Gewerc
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引用次数: 3

Abstract

A conceptual model on OER adoption is presented, as the substantive theoretical synthesis of a Grounded Theory study, whose purpose was to identify which factors influence the adoption of OER among teachers in Latin American universities. Main theoretical-methodological bases are rooted and analised, in comparison with the traditional approach identified in the most recent literature. From a double “emic” perspective on agency and structure, the faculty and the university institution, the resultant conceptual model includes four categories influencing the adoption of OER among professors in Latin American universities: 1) Construction of Teacher Professional Identity; 2) Practices and Transformations in the Curriculum; 3) Creation, Use and Opening of Digital Educational Resources; and 4) Social Representations about Repositories of OER. Properties and dimensions of each category are presented and described. The critical conceptual model may be adopted by researchers from all regions who seek to unveil and decolonise the hidden curriculum of OER. VIRGINIA RODÉS ADRIANA GEWERC
拉丁美洲开放教育资源采用的批判性概念模型
作为扎根理论研究的实质性理论综合,提出了一个关于开放式教育资源采用的概念模型,其目的是确定哪些因素影响拉丁美洲大学教师采用开放式教育资源。与最近文献中确定的传统方法相比,主要的理论方法基础被扎根和分析。从代理和结构、教师和大学机构的双重“主位”视角出发,所得到的概念模型包括四个影响拉美大学教授采用开放式教育资源的类别:1)教师职业认同的建构;2)课程的实践与变革;3)数字教育资源的创建、利用和开放;OER知识库的社会表征。给出并描述了每个类别的属性和维度。所有地区的研究人员都可以采用批判性概念模型,以揭示OER的隐藏课程并使其非殖民化。弗吉尼亚rodÉs adriana gewerc
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来源期刊
Journal of Interactive Media in Education
Journal of Interactive Media in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
6.70%
发文量
8
审稿时长
16 weeks
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