Open data: an innovative learning resource for postgraduates

Abstract

PurposeWith the continuous development of the global COVID-19 epidemic, mobile learning has become one of the most significant learning approaches. The mobile learning resource is the basis of mobile learning; it may directly affect the effectiveness of mobile learning. However, the current learning resources cannot meet users' needs. This study aims to analyze the influencing factors of accepting open data as learning resources among users.Design/methodology/approachBased on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT), this study proposed a comprehensive theoretical research model. Data were obtained from 398 postgraduates from several universities in central China. Confirmatory factor analysis was used to determine the reliability and validity of the measurement model. Data has been analyzed using SPSS and AMOS software.FindingsThe results suggested that perceived usefulness, performance expectancy, social influence and facilitating conditions have a positive influence on accepting open data as learning resources. Perceived ease of use was not found significant. Moreover, it was further shown in the study that behavioural intention significantly influenced the acceptance of open data as learning resources.Originality/valueThere is a lack of research on open data as learning resources in developing countries, especially in China. This study addresses the gap and helps us understand the acceptance of open data as learning resources in higher education. This study also pays attention to postgraduates' choice of learning resources, which has been little noticed before. Additionally, this study offers opportunities for further studies on the continuous usage of open data in higher education.

Guest editorial: Contemporary learning behaviors on mobile devices and social media – part II

“…Such communities of practice require group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs. Dai et al (2024) show that perceived usefulness, performance expectancy, social influence and facilitating conditions positively influence accepting open data as learning resources, while behavioral intention significantly influences the acceptance of open data as learning resources. Yu et al (2024a, b) show that information appeal is the main motivation of middle-aged and old-aged users to use short videos.…”

Editorial: Special selection on current bibliometrics and reviews

“…Results indicate that the research growth rate is expected to gradually increase and reveal countries and topics of research focus. Readers may be interested in reading recent articles on curriculum development for the Master of Public Administration (Ho et al, 2023a), urban governance (Zhang et al, 2023), IoT as a societal transformer (Chohan et al, 2023), open government data (Dai et al, 2023;Wu et al, 2022;Wang et al, 2023c) and knowledge management in governments (Lam et al, 2023). Khan et al (2024a) performed a systematic review and found a significant impact of information creditability on the information adoption behavior of social media users.…”

Editorial: Advances in information and knowledge management

“…Their statistical result indicated that students' learning performance improved significantly, especially low-scoring students. Readers may also be interested in other online education aids, platforms and related issues (Cheng, 2022; Cheng et al ., 2022; Chung et al ., 2020; Dai et al ., 2023; Kabigting et al ., 2023; Li et al ., 2023a; Wang et al , 2023b).…”