Date of Award:
5-2012
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Instructional Technology and Learning Sciences
Committee Chair(s)
Douglas L. Holton
Committee
Douglas L. Holton
Committee
J. Nicholls Eastmond
Committee
David A. Wiley
Committee
Anne R. Diekema
Committee
Tyler J. Bowles
Abstract
The Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) project offers potential benefits and costs to three main categories of people: users, the
institute itself, and the instructors who provided the materials to the project. Little is known about the benefits and costs of the instructors, so that is what this study examines. Instructors put together the original educational materials and would seem to have the most to lose by contributing to OCW.
It appears that instructors recognize benefits of: (1) improved reputation, (2) networking, (3) supplementary opportunities, (4) improved course content, (5) course
feedback, (6) students accessing materials, and (7) working with the MIT OCW team; and costs of: (1) damaged reputation, (2) loss of intellectual property rights, (3) requirement of extra resources, (4) realignment of individual professional goals, (5) public materials, and (6) working with the MIT OCW team.
Checksum
209cf78f588909925dda2e6a5ea10c4f
Recommended Citation
Parker, Preston Paul, "Explaining the Paradox: Perceived Instructor Benefits and Costs of Contributing to Massachusetts Institute of Technology OpenCourseWare" (2012). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 1177.
https://digitalcommons.usu.edu/etd/1177
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Comments
This work made publicly available electronically on April 12, 2012.