Reconsidering teachers' habits and experiences of ubiquitous learning to open knowledge

Open knowledge is a core supportive concept of open education with booming up of information communication technology (ICT) in the era of ubiquitous technology and learning. The “openness” idea influences open education and knowledge producing. This study focuses on what may predict pre-service teachers' supports of “open knowledge” which may influence open education. First, the authors argue that ICT is important but not the only crucial role in open education development with an empirical study. There are 69 participants, pre-service teachers, as empirical subjects in this study. The stepwise multiple regression outcomes show that there are four predictors may influence teachers' habits of open knowledge, namely, self-expression in both ICT and face-to-face environments, following authority/obedience to authority, and willing to share knowledge. In order to justify the force of obedience to authority for prediction, more samples of survey may conduct in the follow-up research.