Abstract

The reconceptualization of domestication theory is significant because this theory can be used to engage with different IT artifacts in dynamic organizational settings. Still, there is little known about the uniformity of domestication theory when applied to a chosen domain of research. After an in-depth investigation of open educational resources in an open distance e-learning environment, the study aimed to propose the advancement or extension of domestication theory. This study opted for both deductive and inductive reasoning on different levels to dismantle the existing grand theory for transformation or extension. The application research approaches occurred at different levels. Deductive reasoning is addressed by relying on the underpinning theories to investigate the study artifact which was “open educational resources”. Inductive was used during the presentation and discussion of the findings. This helped to identify ideas, direction, and possible solutions emanated from the findings other than being confirmed by the theory. The Domestication theory was the main theory of inquiry. Additionally, one variable “Appropriation” from the Model of Technology was used as a substitute within the Domestication theory. The findings showed that the newly proposed domestication theory has transformed because the variables are independent and there is no need to always follow the linear process during the domestication of an artifact. Through the independent variable, the domestication process can be assessed under each variable. The process can be started bottom up or in the middle to the top or bottom. Furthermore, there are new additionally proposed variables: non-appropriation and dis-appropriation. This study recommends that studies that are looking forward to the domestication of any IT artifact can employ the current domestication theory. The study opens more opportunities for more testing and or criticism of the proposed model for better advancement within the world of knowledge.

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