Interpreting fair dealing: An exploration of distance instructors' perceptions of Canadian Copyright Law
| Published | December 2016 |
| Type of work | Masters Thesis |
| Periodical | Volume Master of Education in Distance Education, Pages 1-105 |
| Publisher | Athabasca University |
| Institution | Athabasca University |
| Country | Canada, North America |
ABSTRACT
Copyright law in Canada has been confusing for content users for many years. Educators and course developers need to understand these laws to ensure they take full advantage of their user rights, while not infringing on author copyright. Little is known about how Canadian post-secondary instructors interpret copyright law and the fair dealing clause. This qualitative, case study research explored interpretations of copyright law and fair dealing with instructors in a single mode Canadian distance education institution in order to discover issues that affected their use of content in course development and book authoring. Seven instructors were purposively selected to obtain a maximum variation sample and interviews were conducted. Thematic qualitative analysis of the interview transcripts revealed that the participants displayed high levels of confusion and lacked understanding of Canadian copyright law and fair dealing.| Keywords | Canadian Copyright Law · copyright pentalogy · course development · distance education · fair dealing · fair use · higher education · open education · open licensing · publishing |
| Published at | Athabasca, AB |
| Refereed | Does not apply |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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