Identifying Student Perceptions of Different Instantiations of Open Pedagogy
Bibliographic Data
| ID | 21729430 |
|---|---|
| Authors | John Hilton (0000-0001-9473-757X, Brigham Young University), Bryson Hilton, Tarah K Ikahihifo (Brigham Young University), Reta Chaffee (Granite State College), Jennifer Darrow, Jennifer J Darrow (Keene State College), JoAnn Guilmett (Plymouth State University), David Wiley (0000-0001-6722-4744, Lumen Learning (United States)) |
| Year | 2020 |
| Volume | 21 |
| Issue | 4 |
| Pages | 1-19 |
| Publication date | 2020-07-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v21i4.4895 |
| OpenAlex | W3107814099 |
| Language | EN |
| Citations received | 4 |
| References cited | 1 |
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 creation of multiple-choice questions and student creation of the syllabus and corresponding course assignments. The sample included responses from 84 students at two colleges in the United States. Results showed that students who created the syllabus and assignments had a more positive experience and were more likely to enroll in a future course that implements this strategy. Those in the multiple-choice course felt that the approach was less conducive to learning than traditional learning activities. The significant differences in student feedback on two different approaches, both of which could be termed open pedagogy, indicate that more research is needed to examine the efficacy of the wide variety of approaches to open pedagogy. Moreover, the perceived efficacy of one instantiation of open pedagogy does not equal the effectiveness of open pedagogy, broadly defined
Cooperative learning · Distance education · Educational technology · Instructional design · Massive open online course · Mathematics education · Open Education · Open Educational Resources · Open learning · Open university · Pedagogy · Perception · Syllabus · Teaching method · Computer Science · Open Education and E-Learning · Psychology · Reflective Practices in Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2016 - 2022 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |