This paper aims to examine the different ways in which learners may have ownership over technology-enhanced learning by reflecting on technical, legal and psychological ownership.
Abstract
Purpose
This paper aims to examine 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 demonstrates the complexity of the issue when this broad view is considered.