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Educators' open educational collaboration online: The dilemma of emotional ownership

  • The open education movement has witnessed ups and downs from initial interest in transparency and openness, followed by a lack of reuse of open educational resources (OER) and the massive boost of interest in massive open online courses (MOOCs). This article addresses educators' online behaviors and perceptions regarding participation in collaborative development of OER in online settings. Using a data-driven approach to study educators' perceptions, this article presents multiple considerations for collaborative OER development and validates a new model explaining educators' intention to participate in collaborative action. The findings reveal the contradictory nature of emotional ownership of knowledge: a critical enabling factor for commitment and a barrier to knowledge exchange in an open and transparent manner. The findings also show how outcome expectations regarding increase in reputation and status in the network do not influence the intention to share knowledge. Further interviews with idea-sharing platform users enable us to explain the favorable settings to resolve the dilemma of emotional ownership. The study contributes not only to further development of the open education movement but also to theory development of educators’ collaborative behaviors online.

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Metadaten
Author:Henri Pirkkalainen, Jan M. Pawlowski, Dimitra Pappa
Parent Title (English):Computers and Education
Document Type:Article
Language:English
Year of Completion:2017
Date of first Publication:2019/02/11
Release Date:2019/02/11
Volume:106
Issue:March
First Page:119
Last Page:136
Institutes:Fachbereich 1 - Institut Informatik
DDC class:100 Philosophie und Psychologie / 150 Psychologie
300 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen
000 Allgemeines, Informatik, Informationswissenschaft / 004 Informatik
Licence (German):License LogoNo Creative Commons