Tampere University of Technology

TUTCRIS Research Portal

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

Research output: Contribution to journalArticleScientificpeer-review

Standard

Educators’ open educational collaboration online: The dilemma of emotional ownership. / Pirkkalainen, Henri; Pawlowski, Jan M.; Pappa, Dimitra.

In: Computers & Education, Vol. 106, 03.2017, p. 119-136.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

APA

Vancouver

Author

Pirkkalainen, Henri ; Pawlowski, Jan M. ; Pappa, Dimitra. / Educators’ open educational collaboration online: The dilemma of emotional ownership. In: Computers & Education. 2017 ; Vol. 106. pp. 119-136.

Bibtex - Download

@article{aedfa0d693db4b3d83246a1718d13708,
title = "Educators’ open educational collaboration online: The dilemma of emotional ownership",
abstract = "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.",
keywords = "Open educational resources, Knowledge exchange, Emotional ownership, Idea sharing, Virtual communities",
author = "Henri Pirkkalainen and Pawlowski, {Jan M.} and Dimitra Pappa",
year = "2017",
month = "3",
doi = "10.1016/j.compedu.2016.12.005",
language = "English",
volume = "106",
pages = "119--136",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Elsevier",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Educators’ open educational collaboration online: The dilemma of emotional ownership

AU - Pirkkalainen, Henri

AU - Pawlowski, Jan M.

AU - Pappa, Dimitra

PY - 2017/3

Y1 - 2017/3

N2 - 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.

AB - 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.

KW - Open educational resources

KW - Knowledge exchange

KW - Emotional ownership

KW - Idea sharing

KW - Virtual communities

U2 - 10.1016/j.compedu.2016.12.005

DO - 10.1016/j.compedu.2016.12.005

M3 - Article

VL - 106

SP - 119

EP - 136

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

ER -