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• W182351569 abstract "Copyright and fair use laws that regulate educational materials seem to be fairly well understood by the U.S. courts and educators for use in face-to-face (f2f) classrooms (Post and Trempus, 1998). Ever-changing revisions to these laws blur the distinction between tangible and intangible materials shared with students in f2f, online and hybrid courses and must be decided on a case by case basis. As a result, educators face legal and ethical challenges as they take advantage of easy copy and paste tools in the digital medium, particularly if they want to use content from web pages they did not create. Since copying and distribution of digital content is easy, how well can we apply our understanding of these laws, or do we just infringe and ignore the law? This study determined how faculty members at a Research 1 (Carnegie) institute applied their knowledge of copyright/fair use laws to digital course content, and if they were deterred from infringement in the design of their online materials. Background Conventional 1976 U.S. copyright law (17 U.S.C. § 101 through 122) was written to regulate copying, distribution and other uses of tangible materials such as books, journals, plays, artworks, sheet and recorded music, etc. The established portion of the copyright law known as “fair use” applies to handouts and printed materials reproduced for students in face-to-face classrooms. Internet technology offers an intangible medium for sharing information with students that is also covered by copyright laws. Ever-evolving revisions and additions to existing law (Crews, 2002 and 2001) such as the Digital Millennium Copyright Act (DMCA 1998) and the Technology, Education and Copyright Harmonization Act (TEACH Act 2002) were developed to protect digital content and to refine fair use policies. In this study the researcher examined university faculty members' decisions regarding fair use: to use/not use copied text, images, sounds, animations and video from someone else's web page with or without obtaining copyright permission, to pay/not pay copyright fees, or to ask/not ask for advice from the institution's copyright and fair use specialists. The researcher gathered data via online survey and focus groups. Specific research questions researched were: 1) Did misinterpretation of copyright and fair use law vary across post-secondary educators with regard to department, academic rank, gender, tenure or length of service? and 2) Were post-secondary educators deterred from infringing copyright and fair use policies in developing their online course materials? If so, what was their decision-making process ? Legal Behavior Compliance with any law, including copyright / fair use standards, is based on processes by" @default.
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• W182351569 date "2006-03-15" @default.
• W182351569 modified "2023-09-23" @default.
• W182351569 title "Faculty, Copyright Law and Online Course Materials" @default.
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