The role of knowledge sharing self-efficacy in sharing Open Educational Resources |
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| Affiliation: | 1. Departement of Health and Social Care, Artesis Plantijn (AP) University College, Lange Nieuwstraat 101, 2000 Antwerpen, Belgium;2. 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;3. Departement of Science, Faculty of Management, Science, and Technology, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;4. Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Postbus 2950, 6419 DL Heerlen, The Netherlands;1. Division of Urologic Surgery, Duke University Medical Center, Durham, North Carolina;2. Division of Pediatric Urology, Children’s Hospital Los Angeles, Los Angeles, California;3. Department of Urology, Boston Children’s Hospital, Boston, Massachusetts;1. Department of Management Science, College of Management, Shenzhen University, No. 3688, Nanhai Ave, Shenzhen, Guangdong, 518060, China;2. School of Management, Harbin Institute of Technology, 13 Fayuan Street, Nangang Dist., Harbin, 150001, China;1. Department of Business, Media and Technology Management, University of Cologne, Pohligstr. 1, 50969 Koeln, Germany;2. Faculty of Military Sciences, Netherlands Defence Academy, P.O. Box 9002, 4800 PA Breda, The Netherlands;3. School of Business, Economics and Informatics, Birkbeck, University of London, Malet Street, Bloomsbury, London WC1E 7HX, United Kingdom;1. School of Management and Economics, Beijing Institute of Technology, Beijing, China;2. School of Information, Central University of Finance and Economics, Beijing, China;3. Sohu.com, Beijing, China;4. Scheller College of Business, Georgia Institute of Technology, Atlanta, GA, United States |
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| 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 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. |
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| Keywords: | OER Evaluation apprehension Knowledge sharing Teachers Self-efficacy |
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