Student experiences of Open Educational Practices: a systematic literature review (original) (raw)
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An exploratory literature review on open educational practices
Distance Education, 2018
This paper presents a review of peer-reviewed publications (2007– 2017) on digital open educational practices (OEPs). It explores 10 trends and patterns in this emerging area of study by examining paper abstracts and bibliographic data indexed in the Scopus database using a combination of descriptive statistics, text mining, social network analysis, and content analysis. Findings demonstrated two major strands of OEP research: those who discuss 15 OEP in the context of open educational resources, mostly in terms of open educational resource creation, adoption and use, and those who discuss OEP in relation to other areas, including open scholarship, open learning, open teaching or pedagogy, open systems and architectures, and open source software. 20 Based on the findings of this study and in the light of the broader literature on OEPs, we echo the calls for a need to conceptualize OEPs as a multidimensional and unifying construct.
Open education practices: a meta-synthesis of literature
Frontiers in Education
IntroductionMost of the recent reviews of literature on open education practices (OEP) seem to be limited in their scope, inhibiting their capacity to arrive at a comprehensive understanding of the concept of OEP. Hence, this systematic literature review was conducted with the purpose of analysing past research on OEP in an effort to identify how OEP is theorised and defined in the existing literature.MethodsEmploying a systematic protocol, the literature search was conducted using the Dimensions database. A total of 30 publications were considered for the qualitative analysis, which engaged a thematic approach.ResultsThe findings indicated that the concept of OEP can be explained with a combination of three major components: open education resources, an open teaching and learning process, and open research and scholarly practice. The findings also showed that these components should be grounded in six principles: accessibility, flexibility, shareability, affordability, innovation, ...
Openness and praxis: Exploring the use of open educational practices in higher education
Open educational practices (OEP) is a broad descriptor of practices that include the creation, use and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept 'Using OEP for teaching' was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal and contextual; it is also continuously negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students and learning in an increasingly complex higher education environment.
Open pedagogy practices: a case study in undergraduate education
2020
The study reports about an open education practice in undergraduate education, by analysing the openness of a course in which the teacher was not a 'self-declared' open educator. It explores data from involved educators, students and entrepreneurs, who participated in a project-based learning pathway carried out online. Data collection included observation of the process by an external researcher, final questionnaires and interviews to participants. Conclusions argue that open education practices (OEPs) can also be found in courses which have not been designed purposely as 'open', and that further work is needed to understand students' perceptions in open practices.
Student Perceptions of Open Pedagogy: An Exploratory Study
Open Praxis, 2019
With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in more carefully examining pedagogies connected with their use. This study describes the perceptions of 173 students of implementations of various approaches to open pedagogy by nineteen instructors in post-secondary institutions in New Hampshire. Students were asked about their perceptions of several aspects of open pedagogy, including its influence on the mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, and learning how to learn. Students found value in open pedagogy and believed that open pedagogy had greater overall educational value than traditional educational activities. When students were asked if they would prefer to take a course with open pedagogy or traditional pedagogy, a majority preferred open pedagogy. Further research is necessary to determine the efficacy of ...
2018
Open education seeks to improve educational access, effectiveness, and equality. The term 'open educational practices' (OEP) describes practices that include the creation, use and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. While open education at a macro level is regarded by many as a positive goal, complexity resides in determining and negotiating the value of open practice at an individual level, and structural and cultural barriers to openness persist within higher education. The goal of this research study was to understand whether, why, how, and to what extent individual educators used OEP, specifically with respect to teaching, and also to identify any shared characteristics among those who used OEP (i.e. 'open educators'). The study was conducted at a medium-sized, research-focused university in Ireland, without explicit policies on OER or OEP. The empirical study used a qualitative, interpretive, and critical approach in order to focus on participants' meaning-making and decision-making with respect to openness. Data was gathered from academic staff across a broad range of disciplines and all employment categories (i.e. permanent, non-permanent, full-time and part-time). Using constructivist grounded theory, a model of the concept 'Using OEP for teaching' was constructed to describe open educators' digital identities and digital practices, and the values and motives associated with decisions about whether to use OEP. The results of the study indicated little intentional use of OER and relatively low use of OEP. The four dimensions shared by open educators were: (i) balancing privacy and openness, (ii) developing digital literacies, (iii) valuing social learning, and (iv) challenging traditional teaching role expectations. The use of OEP by academic staff was found to be complex, personal, contextual, and continually negotiated. The study adds to a growing body of work on open educational practices and also provides evidence for policy makers and practitioners arguing for critical and context-specific approaches to open education.
Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices
Open Praxis, 2018
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.
Open Educational Practices: a learning way beyond free access knowledge
Ensaio: Avaliação e Políticas Públicas Em Educação, 2018
Open Educational Practices (OEP) have become a growing educational trend based on Information and Communication Technologies (ICT), which have been linked both from literature and practice with emerging and complex topics such as Massive Open Online Courses (MOOC) and Open Educational Resources (OER). This essay presents a critical approach to Open Educational Practices regarding their conceptual framework and considering a current and rather than an excessive focus on free access to knowledge. We propose that transforming educational content, making it available, is not enough to produce educational innovation and consequently it becomes necessary to transform educational practices, turning them open. Although the transition from OER to OEP has already been considered in the literature, a new perspective beyond free access and costless is necessary to maximize the innovative potential of " openness " .
A Commentary on the Paradigm Shift Toward Openness in Higher Education
2019
This commentary explores paradigm shifts in education; in particular, the shift toward openness in higher education, drawing attention to critical perspectives and current debates related to open online learning and highlighting the importance of pedagogy in these discussions. Citation (APA): *Koseoglu, S. (2019). A commentary on the paradigm shift toward openness in higher education. In A. Bozkurt, & A. Hilbelink (Eds.), Paradigm Shifts in Global Higher Education and E-Learning: An Ecological Perspective [Special issue], e-learn Magazine. Available at https://elearnmag.acm.org/special-issue-2019.cfm