Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9057
Title: The role of knowledge sharing self-efficacy in sharing Open Educational Resources
Authors: Van Acker, Frederik
Vermeulen, Marjan
Kreijns, Karel
Lutgerink, Jan
Van Buuren, Hans
Keywords: OER
evaluation apprehension
knowledge sharing
teachers
self-efficacy
Issue Date: 2014
Publisher: Computers in Human Behavior
Citation: Acker, F., Vermeulen, M. Lutgerink, J., Kreijns, K., & Van Buuren, H. (2014). The role of knowledge sharing self-efficacy in sharing open educational resources. Computers in Human Behavior, 39, 136–144.
Abstract: In the current paper we report on a study regarding teachers’ sharing behavior regarding their Open Educational Resources (OER) in the Netherlands. Little is known about how many teachers actually share their learning materials and, therefore, an attempt was made to estimate the number of Dutch teachers and the types of OER they share. Second, we tried to find out whether knowledge sharing self-efficacy facilitated, and evaluation apprehension and trust inhibited teachers to share OER in two different contexts of sharing behavior; sharing with colleagues at their school (interpersonal sharing) and sharing with the public through Internet (Internet sharing). A survey among 1,568 teachers from primary to higher education was undertaken to test the relative importance of knowledge sharing self-efficacy, evaluation apprehension and trust in determining Dutch teachers’ intention to share The results showed that a large proportion of the Dutch teachers shared their OER, but that this sharing was limited to learning materials with low complexity (e.g., texts or images). Moreover, sharing occurred twice as much interpersonally than via websites. Our hypothesis that evaluation apprehension is significantly related to sharing behavior as well as the intention to share was not confirmed. Self-efficacy to share knowledge did, however, explain some of the differences in sharing behavior and in the intention to share of Dutch teachers, although the variables under study accounted only for a small amount of variance. Our findings should thus be replicated in further studies and other variables should be considered that could effectively predict OER sharing behavior of teachers.
URI: http://hdl.handle.net/1820/9057
Appears in Collections:1. T2 Publications, books and conference papers

Files in This Item:
File Description SizeFormat 
The role of knowledge sharing se april 2014.pdf289.69 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons