The effects of a Creative Commons approach on collaborative learning

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107403

Title:	The effects of a Creative Commons approach on collaborative learning
Authors:	劉晨鐘;Liu, Chen-Chung;Tao, Shu-Yuan;Chen, Wei-Hung;Chen, Sherry Y.;Liu, Baw-Jhiune
Contributors:	資訊電機學院資訊工程學系
Keywords:	Ambiguity;Attitudes;Collaboration;Collaborative learning;Collaborative work;Common lands;Cooperative Learning;Creative Commons;Creative Teaching;Derivatives;Educational activities;Effects;Elementary School Students;Empirical analysis;Exact sciences and technology;Foreign Countries;Grade 3;Information and communication sciences;Information science. Documentation;Information systems;Interdependence;Internet;Learning;Library and information science. General aspects;Mass media effects;Motivation;Ownership;Peer Relationship;Peer relationships;Perception;Questionnaires;Satisfaction;Sciences and techniques of general use;Social media;Social Networks;Story Telling;Student Attitudes;Student Participation;Students;Taiwan;Use and user studies. Information needs;Web Sites
Date:	2013-01-01
Issue Date:	2026-04-23 14:11:33 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Colchester: Taylor & Francis
Abstract:	摘要： Social media on the World Wide Web, such as Wiki, are increasingly applied to support collaborative learning for students to conduct a project together. However, recent studies indicated that students, learning in the collaborative project, may not actively contribute to the collaborative work and are involved only in a limited level of positive interdependence due to the ambiguous ownership on the collaborative work. To this end, this study proposes an approach to support collaborative learning based on the notion of Creative Commons (CC). CC may be helpful to enhance positive interdependency because it provides a mechanism which protects individual creations while encouraging remixing and deriving new creations from them. This study conducted an empirical evaluation to examine how students react to the collaborative learning with CC notions. The results showed that CC can significantly improve participants' attitude to the derivative works, the satisfaction level of remix outcomes, perception to the peer interaction and the sense of work ownership. Such results suggest that CC may be a potential avenue for increasing individuals' responsibilities and motivating them to participate in the collaborative learning activity. 出版者： Colchester: Taylor & Francis 出版日期： 2013-01-01 出處： Behaviour & information technology, 2013-01, Vol.32 (1), p.37-51 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： Copyright Taylor & Francis Group, LLC 2013 版權： 2015 INIST-CNRS 版權： Copyright Taylor & Francis Ltd. 2013 識別號： ISSN: 0144-929X 識別號： EISSN: 1362-3001 識別號： DOI: 10.1080/0144929X.2011.572184 識別號： CODEN: BEITD5
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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