What's in It for Me? A Mixed-Methods Study on Teachers' Value Creation in an Inter-Institutional Community on Open Educational Resources in Higher Education
Saved in:
| Title: | What's in It for Me? A Mixed-Methods Study on Teachers' Value Creation in an Inter-Institutional Community on Open Educational Resources in Higher Education |
|---|---|
| Language: | English |
| Authors: | Baas, Marjon (ORCID |
| Source: | Education and Information Technologies. May 2023 28(5):6049-6074. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Open Educational Resources, Teacher Attitudes, Values Clarification, Sharing Behavior, Learning, Educational Resources, Communities of Practice, Intercollegiate Cooperation, Needs, Interprofessional Relationship, Peer Relationship, Cooperation |
| DOI: | 10.1007/s10639-022-11424-7 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1377564 |
| Database: | ERIC |
| Abstract: | The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers' personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities' aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-022-11424-7 |
