Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation
In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OER...
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MDPI AG
2025-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/7/785 |
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| author | Lezeth van der Walt Chantelle Bosch |
| author_facet | Lezeth van der Walt Chantelle Bosch |
| author_sort | Lezeth van der Walt |
| collection | DOAJ |
| description | In an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning. |
| format | Article |
| id | doaj-art-dae4a4a9801c4895a26e0eb89b50df0a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | MDPI AG |
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| series | Education Sciences |
| spelling | doaj-art-dae4a4a9801c4895a26e0eb89b50df0a2025-08-20T03:58:26ZengMDPI AGEducation Sciences2227-71022025-06-0115778510.3390/educsci15070785Co-Creating OERs in Computer Science Education to Foster Intrinsic MotivationLezeth van der Walt0Chantelle Bosch1Research Unit Self-Directed Learning, North-West University, Potchefstroom 2531, South AfricaResearch Unit Self-Directed Learning, North-West University, Potchefstroom 2531, South AfricaIn an era of increasing digital transformation in education, fostering students’ intrinsic motivation and self-directed learning (SDL) is essential, particularly in dynamic fields such as Computer Science Education (CSE). This study explores whether the co-creation of Open Educational Resources (OERs) as renewable assessments can enhance intrinsic motivation and support SDL among postgraduate students. Grounded in Self-Determination Theory, social constructivism, and established SDL models, this research adopted a qualitative, phenomenological design. Data were collected through semi-structured interviews with BEd Honours students who completed an OER co-creation project as part of their final assessment. Interpretative Phenomenological Analysis revealed five core themes: ownership and confidence, personal growth and SDL development, collaboration and connection, motivation and engagement, and challenges and problem solving. The findings suggest that, when students are given autonomy, purpose, and the opportunity to contribute meaningfully, they experience deeper engagement, stronger SDL skills, and a greater sense of academic agency. Informal peer interaction and scaffolded support further enhanced their learning. This study contributes to the growing evidence that open pedagogical practices, particularly renewable assessments, can transform academic culture by positioning students as active participants in knowledge creation and by promoting sustainable, student-centred learning.https://www.mdpi.com/2227-7102/15/7/785Open Educational Resources (OERs)renewable assessmentself-directed learning (SDL)intrinsic motivationcomputer science educationopen pedagogy |
| spellingShingle | Lezeth van der Walt Chantelle Bosch Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation Education Sciences Open Educational Resources (OERs) renewable assessment self-directed learning (SDL) intrinsic motivation computer science education open pedagogy |
| title | Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation |
| title_full | Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation |
| title_fullStr | Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation |
| title_full_unstemmed | Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation |
| title_short | Co-Creating OERs in Computer Science Education to Foster Intrinsic Motivation |
| title_sort | co creating oers in computer science education to foster intrinsic motivation |
| topic | Open Educational Resources (OERs) renewable assessment self-directed learning (SDL) intrinsic motivation computer science education open pedagogy |
| url | https://www.mdpi.com/2227-7102/15/7/785 |
| work_keys_str_mv | AT lezethvanderwalt cocreatingoersincomputerscienceeducationtofosterintrinsicmotivation AT chantellebosch cocreatingoersincomputerscienceeducationtofosterintrinsicmotivation |