Abstract:

Open Educational Resources (OER) are considered an important building block for the realisation of quality, inclusive and equitable education [1]. OER is any type of teaching-learning material that is made available under a free licence. The essence of these materials is that anyone can legally reproduce, use, modify and distribute them free of charge. However, despite extensive scholarly discussion and financial support, their embedding in educational systems has been far less successful than originally hoped [2] [3].

In the search for the reasons for this development, numerous research projects can be found on barriers to the use of OER at universities from the perspective of teachers or students. However, there are hardly any studies on those factors that can promote or inhibit the development of OER. Since the creation of these learning materials is a form of knowledge transfer by teachers, the question arises as to which factors positively and negatively influence the intention to share knowledge or develop OER. Among the factors discussed in the literature are the attitude towards knowledge transfer, the subjective norm, self-efficacy or the personal value characteristics. Psychological ownership can play a significant role as a further factor influencing the intention to develop OER [4].

The aim of this paper is to present and discuss a theoretical explanatory model of teachers' intention to develop OER, with particular reference to the construct of psychological ownership. The model and hypotheses are developed on the basis of the Theory of Planned Behavior [5] and the Behavioral Reasoning Theory [6].

References:
[1] UNESCO, “Paris OER Declaration,” World Open Educational Resources (OER) Congress, Paris, 2012.
[2] M. Karapanos, A. Schneider, T. Wendeborn “Open Educational Resources – A Marketing Perspektive,“ Proceedings of EDULEARN19 Conference, Palma, Mallorca, Spain, 7975-7979, 2019.
[3] I. Jung, T. Sasaki, C. Latchem, C. “A framework for assessing fitness for purpose in open educational resources,“ International Journal of Educational Technology in Higher Education, 13 (1), 3, 2016, https://doi.org/10.1186/s41239-016-0002-5.
[4] J. Li, L. Yuan, L. Ning, J. Li-Ying “Knowledge sharing and affective commitment: the mediating role of psychological ownership,“ Journal of Knowledge Management, 19(6), pp. 1146-1166, 2015.
[5] I. Ajzen, “Perceifed behavioral control, self-efficacy, locus of control, and the theory of planned behavior,” Journal of Applied Social Psychology, 32, pp. 665-683, 2002.
[6] J. D. Westaby, “Behavioral reasoning theory: Identifying new linkages underlying intentions and behavior,” Organizational Behavior and Human Decision Processes, 98 (2), pp. 97-120, 2005.

Keywords:

Open Educational Resources, Psychological Ownership, Behavioral Reasoning Theory, Theory of Planned Behavior.