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Educational Technology Research and Development

, Volume 65, Issue 6, pp 1495–1521 | Cite as

Understanding motivational system in open learning: Learners’ engagement with a Traditional Chinese-based open educational resource system

  • Wenhao David HuangEmail author
  • Chorng-Guang Wu
Research Article

Abstract

Learning has embraced the “open” process in recent years, as many educational resources are made available for free online. Existing research, however, has not provided sufficient evidence to systematically improve open learning interactions and engagement in open educational resource (OER) systems. This deficiency presents two challenges to the efficacy of OER systems. First, OER users might not take full advantage of open content since their interactions and experience with open learning systems cannot be optimized. Second, this lack of interaction could discourage the overall usage of OER systems, thus impeding their sustainability. This study addressed both issues by investigating technology acceptance levels among users of an OER portal, MyOOPS, in Taiwan. The study aimed to understand how open learners might be motivated to engage with OER systems. Based on 729 valid responses, the structural equation modeling revealed a lack of learning goal structure and irrelevance of self-efficacy in participants’ motivational systems. The result prompted an urgent need to reexamine existing motivational design thinking in order to address emerging motivational challenges in open and goal-free learning environments supported by OER systems.

Keywords

Open learning Motivational design Technology acceptance Self-efficacy OER 

Notes

Acknowledgements

The research team greatly appreciates the generous support from Mr. Luc Chu for this study. We also want to acknowledge hundreds of volunteers in keeping MyOOPS operational in this challenging time, in order to continuously share quality open educational resources for those in need.

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Copyright information

© Association for Educational Communications and Technology 2017

Authors and Affiliations

  1. 1.Department of Education Policy, Organization and Leadership, College of EducationUniversity of Illinois at Urbana-ChampaignChampaignUSA
  2. 2.Discipline of Technology Management, College of ManagementYuan-Ze UniversityTaoyuanTaiwan, Republic of China

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