Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency

I am happy to share our Open Access IxD&A Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency:

IxD&A Special Issue on Ownership in Technology-Enhanced Learning

Here is an extract from the Preface, where we give the background information about the concept of psychological ownership:

“Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” (Wilpert, 1991) and/or becomes a part of an “extended self’ (Dittmar, 1992). Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL (Zimmerman & Schunk, 2001) and has been viewed as an essential component in the development of metacognitive and critical thinking skills (Honebein, Duffy & Fishman, 1993). Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour (Van Dyne & Pierce, 2004; Jeswani & Dave, 2011). A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship (Pierce, Kostova & Dirks, 2001; Van Dyne & Pierce, 2004). Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, self-efficacy, motivation, accountability, performance and self-identity (Avey, et al., 2009; Pierce, Kostova & Dirks, 2001; Pierce, Kostova & Dirks, 2003; Van Dyne & Pierce, 2004). The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness (Pierce Kostova & Dirks, 2001).”

For references, check the Preface.

Table of Contents


Ilona Buchem, Gemma Tur, Jesus Salinas

pp. 5 – 14,  download

Victoria I. Marín, Bárbara de Benito, Antònia Darder

Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review, pp. 15 – 49,  abstract ,  download

Linda Castañeda, Gemma Tur

Resources and Opportunities for Agency in PLE-Related Pedagogical Designs , pp. 50 – 68, abstract ,  download

Virginia Rodés-Paragarino, Adriana Gewerc-Barujel

Ownership and Agency in the adoption of Open Educational Resources , pp. 69 – 86, abstract ,  download

Elena Barberà, Iolanda Garcia, Marcelo Fabián Maina

Fostering psychological ownership in MOOC through a self-regulation design layer , pp. 87 – 111,  abstract ,  download

Ilona Buchem, Gemma Tur, Tobias Hoelterhof

The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs, pp. 112 – 132,  abstract ,  download

Eva Durall, Marjo Virnes, Teemu Leinonen, Begoña Gros

Ownership of learning in monitoring technology, pp. 133 – 154,  abstract ,  download

Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe

Designing personalized learning support for K12 education, pp. 155 – 176,  abstract ,  download