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

Autor/inn/en	Rodés, Virginia; Gewerc, Adriana
Titel	A Latin American Critical Conceptual Model on the Adoption of Open Educational Resources
Quelle	In: Journal of Interactive Media in Education, 2021 (2021) 1, Artikel 22 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rodés, Virginia) ORCID (Gewerc, Adriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Grounded Theory; Professional Identity; Universities; College Faculty; Open Educational Resources; Foreign Countries; Models; Teacher Attitudes; Comparative Analysis; Professional Autonomy; Educational Change; Curriculum Development; Faculty Development; Job Satisfaction; Educational Innovation; Technology Uses in Education; Teaching Methods; School Community Relationship; Latin America + Suchen Sie Ihr Suchwort? University; Universität; Fakultät; Ausland; Analogiemodell; Lehrerverhalten; Berufsfreiheit; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lateinamerika
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. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01