Date of Award:
Doctor of Philosophy (PhD)
Instructional Technology and Learning Sciences
Douglas L. Holton
Douglas L. Holton
J. Nicholls Eastmond
David A. Wiley
Anne R. Diekema
Tyler J. Bowles
This study examines perceived benefits and costs of instructors who contributed to the Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) project. While previous research has investigated the benefits and costs of OCW from the perspectives of the users and institution, the instructor's perspective is the focus of this qualitative case study. Instructors created the original educational content and would seem to have the most to lose by contributing to OCW.
Data come from six years worth of surveys conducted by the evaluation team of the MIT OCW project, follow-up interviews with contributing MIT instructors, and a content analysis of written feedback comments received by the MIT OCW team. Findings include instructor 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 instructor 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.
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. 1177.
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