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Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.

Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn't one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community. Abstract in TurkishSessiz öğrenenler, gözlemciler, tarayıcılar, sadece okuyan katılımcılar, hayali öğrenenler, bedavacılar, tanık öğrenenler veya bu çalışmada da tercih edildiği üzere çevresel katılımcılar olarak da tanımlanan gizil öğrenenler, neredeyse görünmez olmalarından dolayı bir ders sürecinde takip edilip belirlenmeleri zor olan öğrenenlerdir. Bu bağlamda bu konuya değinebilmek ve gizil öğrenenlerin davranışlarından kaynaklanan anlayışlarını inceleyebilmek için çevrimiçi bir ders olan CLMOOC incelenmiştir. Bu amaçla karma araştırma yöntemi benimsenmiş ve gizil öğrenenlere yönelik yapılan tanımlar da incelenip çalışmaya dâhil edilerek, sosyal ağ analizi, çevrimiçi anket ve gözlem yoluyla araştırma verileri toplanmıştır. Elde edilen veriler sosyal ağ analizi ve içerik analizi yoluyla incelenmiş, araştırma bulgularının yorumlanmasında Uygulama Toplulukları, öğrenenlerin belirlenmesinde ise Pareto Prensibi'nden faydalanılmıştır. Araştırma bulgularına göre gizil öğrenme karmaşık bir davranış veya davranışlar bütünüdür ve gizil öğrenenlerin ilgili öğrenme topluluklarında niçin bu şekilde davrandıklarına yönelik tek bir sebep yoktur. Araştırma sonucuna göre, daha katılımcı bir topluluk uluşturabilmek amacıyla daha aktif, deneyimli veya görülebilen, belirgin topluluk üyeleri gizil öğrenenleri daha aktif olmaya teşvik etmek ve onların çevresel yörüngeden merkezdeki ana topluluğa doğru yolculuklarını sağlamak için stratejiler geliştirmeleri önerilmektedir. Abstract in GreekΟι ενεδρεύων χρήστες, «lurkers» στα αγγλικά, και κοινώς γνωστοί με άλλους όρους όπως για παράδειγμα «σιωπηλοί μαθητές», «παρατηρητές», «περιηγητές», «συμμετέχοντες που μόνο διαβάζουν και δεν συμμετάσχουν», «μαθητές μέσω δοτής εμπειρίας», «παρασιτικοί...

Twitter is an increasingly common source of rich, personalized qualitative data, as millions of people daily share their thoughts on myriad topics. However, questions remain unclear concerning if and how to quote publicly available social media data ethically. In this study, focusing on 136 education manuscripts quoting 2667 Tweets, we look to investigate the ways in which Tweets are quoted, the ethical discussions forwarded and actions taken, and the extent to which quoted Tweets are “discoverable.” A concerning result is that in almost all manuscripts, and for around half of all quoted Tweets, the original author could be identified. Drawing on our findings we share some ethical dilemmas, including those that arise from an apparent lack of understanding of the technical aspects of the platform, and offer suggestions for promoting ethically-informed practice.

AbstractThe paper presents a systematic literature review of empirical studies on the use of Twitter by higher education academics for professional development. Using content and thematic analyses, this review addressed four research questions related to study characteristics, theoretical and methodological approaches, and the type of professional development activities engaged. The results show that Twitter has been studied from several perspectives using various methodological approaches. The review revealed several limitations, including the paucity of research addressing gender, cultural and geographic differences. Limited use of theory is also observed. Five themes emerged identifying the ways Twitter was used for professional development: 1) academic backchannel, 2) networking, 3) information and resource sharing, 4) keeping updated, 5) public engagement and social commentary. Overall, the literature review suggests Twitter supports some aspects of professional development. However, several issues remain outstanding and in need of further research, including ethical approaches and practices of researchers related to data collection and use.