Archive for the ‘Open Learning’ Category

Identifying Student Perceptions of Different Instantiations of Open Pedagogy

As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student […]

Establishing and sustaining national partnerships in professional development and the recognition of open courses in teaching and learning through digital badges

This article discusses a national partnership in Irish higher education between the National Forum for the Enhancement of Teaching and Learning and the sector. The partnership initiative focussed on the scalable design and development of a suite of open-access professional development (PD) courses in teaching and learning. The empirical work explored the role and value […]

Antecedents of Student Loyalty in Open and Distance Learning Institutions: An Empirical Analysis

The purpose of this research is to examine the relationship between factors leading to student loyalty in open and distance learning universities. Specifically, this research explores the relationship between perceived service quality, perceived e-service quality, and university image as mediators of student loyalty in Open University Malaysia (OUM). Data were collected from 16 OUM learning […]

Approaches to Open Education and Social Justice Research

Why a Special Collection on Open Education and Social Justice? Isn’t open education intrinsically a social justice matter? And why a focus on theorising open education and social justice? There has been long standing but separate practice and scholarship in both open education and social justice but the relationship has only become the focus of […]

Becoming an open educator: towards an open threshold framework

In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related […]

Do tutors make a difference in online learning? A comparative study in two Open Online Courses

Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of […]

Student Perceptions of Open Pedagogy: An Exploratory Study

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 […]

Open Education and Learning Design: Open Pedagogy in Praxis

Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how […]

The Historical Development and Adaptation of Open Universities in Turkish Context

Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles […]

Open Education… Is Closed

Last weekend, at the Open Education Conference in Phoenix, David Wiley, chief academic officer of Lumen Learning and the conference’s organizer for 16 years, announced that this would be its last gathering, or at least the last with him at the helm. The conference, which grew from 40 attendees in 2003 to 850 this year, […]