| 研究開始時の研究の概要 |
A philosophy of “openness” is creating a new learning outcome, Open Thinking, that challenges closed communities and promotes flexible and creative thinking needed for the 4th industrialized revolution era. However, this outcome has not been clearly defined and empirically examined. This research aims to clarify conceptual and practical meanings of “open thinking” as a key learning outcome of open education in higher education and empirically investigate how open thinking is promoted in OER- and MOOC-learning environments.
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| 研究実績の概要 |
In 2021, correlational comparative research was carried out as planned. Two research questions were: 1) Do learner factors at micro (different individual features such as demographics, personality, and technology acceptance), meso (course factors such as instructional strategy and learner-centeredness), and macro (cultural background such as country, ethnicity, multi-cultural experience) levels affect open thinking? 2) Do learners with different levels of OEP experience differ in open thinking while controlling individual, course, and cultural factors?
First, an online survey was developed integrating two instruments: One instrument included questions related to key independent variables (Level of OEP experience; individual, course, and cultural factors). Another instrument, Open Thinking Scale or OTS that was validated in 2022 was used to measure a dependent variable: learners’ open thinking. Then, the survey was distributed to undergraduate and graduate students in several countries across different regions. In total, 732 responses were collected (145 from the USA; 120 from Korea, 228 from Japan and 239 from the Philippines, Spain, Germany and others). To answer research questions, a series of statistical analyses were performed, which included ANOVAs, ANCOVA, multiple regressions, and hierarchical multiple regressions using SPSS 21.0.
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