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The role of knowledge sharing self-efficacy in sharing Open Educational Resources

机译：知识共享自我效能在共享开放教育资源中的作用

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摘要

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 1568 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.
机译：在当前的论文中，我们报告了一项有关教师在荷兰的开放教育资源（OER）方面的共享行为的研究。究竟有多少老师实际共享他们的学习材料，我们鲜为人知，因此，人们试图估计荷兰教师的数量和他们共享的OER类型。其次，我们试图弄清知识共享的自我效能是否得到了促进，评价的理解和信任抑制了教师在两种不同的共享行为情境下共享OER。与学校的同事共享（人际共享），并通过Internet与公众共享（Internet共享）。从初级到高等教育的1568名教师中进行了一项调查，以测试知识共享自我效能，评估理解和信任在确定荷兰教师共享意愿方面的相对重要性。结果表明，很大比例的荷兰教师共享了他们的OER，但是这种共享仅限于学习材料的复杂性较低（例如，文本或图像）。而且，人与人之间的共享比通过网站进行的共享要多两倍。我们关于评估忧虑与分享行为以及分享意图显着相关的假设尚未得到证实。共享知识的自我效能确实解释了共享行为和共享荷兰教师的意图方面的一些差异，尽管所研究的变量仅占很小的差异。因此，我们的发现应在以后的研究中重复使用，并应考虑可以有效预测教师OER共享行为的其他变量。

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  • 来源
    《Computers in Human Behavior》 |2014年第10期|136-144|共9页
  • 作者

    Frederik Van Acker; Marjan Vermeulen; Karel Kreijns; Jan Lutgerink; Hans van Buuren;

  • 作者单位

    Departement of Health and Social Care, Artesis Plantijn (AP) University College, Lange Nieuwstraat 101, 2000 Antwerpen, Belgium;

    Welten Institute: Research Center for Learning, Teaching and Technology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;

    Welten Institute: Research Center for Learning, Teaching and Technology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;

    Departement of Science, Faculty of Management, Science, and Technology, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;

    Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 关键词

    OER; Evaluation apprehension; Knowledge sharing; Teachers; Self-efficacy;

    机译：OER;评估忧虑;知识共享;老师;自我效能;

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