The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
The four big reasons for contribution to open educational resources
Metzer, Jacques and Hanna, Amal

PublishedMarch 2011
ConferenceProceedings of Global Learn 2011, Global Learn, Mar 28, 2011
Edition 1, Volume 2011, Pages 1630-1638
PublisherAssociation for the Advancement of Computing in Education (AACE)

ABSTRACT
Volunteers contribute their efforts and time into organizations for different reasons and goals. These goals include strengthening their experience, developing networks, and enhancing their feelings. Similarly, programmers to Open Source Software (OSS) contribute programming to experience programming, develop their career future, and make software freely available for users. The rapid increase in contributing learning materials to Open Educational Resources (OERs) raised the question of what are the possible reasons that inspire OER contributors to write to open learning repositories. A web-based survey was published on Wikibooks website to assess the different the reasons for contribution to OERs. After applying the factor analysis on the sample (N=145), four reasons of contribution to OERs were emerged. These results were discussed in relation to Volunteer Functions Inventory (VFI) and motivation to open source/content.

Keywords motivation · OER · OSS · Wikibooks

ISBN978-1-880094-85-3
RefereedYes
Rights© 2011 AACE
URLhttp://www.editlib.org/p/37379/
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 83 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

The motivation impact of open educational resources utilization on physics learning using Quipper school app
SULISWORO, Dwi; Sulistyo, Eko Nur; Akhsa, Rifai Nur
The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage ...
Match: motivation; OER

Higher education faculty attitude, motivation and perception of quality and barriers towards OER in India
Mishra, Sanjaya; Singh, Alka; Hodgkinson-Williams, Cheryl; Arinto, Patricia B.
The premise of this study is that teachers’ conceptions of the quality of Open Educational Resources (OER) and their attitudes and motivations towards using OER will influence whether and how they use and/or ...
Match: motivation; OER

Herzberg, hygiene and the motivation to reuse: Towards a three-factor theory to explain motivation to share and use OER
Pegler, Chris
The list of barriers and enablers that influence the use of open educational resources (OER) is extensive. Factors and influences relating to reuse may have been noted within projects, operating within a short time ...
Match: motivation; OER

OER for Educational Innovation: How About the Teacher?
Schuwer, Robert; Hooijer, Janneke; Kreijns, Karel; Lutgerink, Jan
To succeed in being a prosperous country, it is important for the Netherlands to remain on the forefront of innovation and knowledge development. One of the key pillars to succeed is to raise the next generation to ...
Match: motivation; OER

Understanding learners’ motivation and learning strategies in MOOCs
Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Kloos, Carlos Delgado; Fernández-Panadero, Carmen
MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of ...
Match: motivation; OER

Exploring demographics and students’ motivation as predictors of completion of a Massive Open Online Course
Zhang, Qing; Bonafini, Fernanda Cesar; Lockee, Barbara B.; Jablokow, Kathryn W.; Hu, Xiaoyong
This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and ...
Match: motivation

Towards full engagement for open online education. A practical experience for a MicroMaster
Hernández, Rocael; Amado-Salvatierra, Hector R.; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This work explores on the different phases of the student's participation in a MOOC. For this particular study three phases of a MOOC are defined: pre-MOOC, MOOC and post-MOOC. This work presents an innovative framework ...
Match: motivation

Towards a model of engaging online students: Lessons from MOOCs and four policy documents
Hew, Khe Foon
The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of ...
Match: motivation

A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation
Hernández, Rocael; Pirker, Johanna; Gütl, Christian; Morales, Miguel; et al.
The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. ...
Match: motivation

Why study on a MOOC? The motives of students and professionals
Milligan, Colin; Littlejohn, Allison
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...
Match: motivation