Reconsidering teachers’ habits and experiences of ubiquitous learning to open knowledge
作者：
Highlights：
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• Open knowledge cannot be limited by technology.
• Open education encourages individuals to open to criticism.
• Pedagogy in open education is not hierarchical but more of cooperative form.
• Sixty-nine pre-service subjects are selected, and four predictors are justified.
• “Obedience to authority” may contribute to open knowledge due to collaborative culture.
摘要
•Open knowledge cannot be limited by technology.•Open education encourages individuals to open to criticism.•Pedagogy in open education is not hierarchical but more of cooperative form.•Sixty-nine pre-service subjects are selected, and four predictors are justified.•“Obedience to authority” may contribute to open knowledge due to collaborative culture.
论文关键词：Open education,Open knowledge,Pre-service teachers,Teachers’ habits
论文评审过程：Received 2 January 2015, Revised 5 February 2015, Accepted 6 February 2015, Available online 13 March 2015, Version of Record 17 December 2015.
论文官网地址：https://doi.org/10.1016/j.chb.2015.02.023
