Abstract
Purpose: This paper examines the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership.
Design/methodology/approach: The paper uses a variety of examples of technology-enhanced learning ranging from open source software to cloud storage to discuss the three types of ownership.
Findings: It is suggested that learners do not yet own technology-enhanced learning and that, at present, there are different degrees of learner ownership depending on whether technical, legal or psychological ownership are considered.
Originality/value: The discussion presented here is the first to consider all three types of ownership of technology-enhanced learning and demonstrate the complexity of the issue when this broad view is considered.
Design/methodology/approach: The paper uses a variety of examples of technology-enhanced learning ranging from open source software to cloud storage to discuss the three types of ownership.
Findings: It is suggested that learners do not yet own technology-enhanced learning and that, at present, there are different degrees of learner ownership depending on whether technical, legal or psychological ownership are considered.
Originality/value: The discussion presented here is the first to consider all three types of ownership of technology-enhanced learning and demonstrate the complexity of the issue when this broad view is considered.
| Original language | English |
|---|---|
| Pages (from-to) | 79-86 |
| Journal | Interactive Technology and Smart Education |
| Volume | 15 |
| Issue number | 1 |
| Early online date | 2018 |
| DOIs |
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| Publication status | Published - 2018 |
